Innovative Instructor Spotlight

Colbi Sesler; English – October 2024

Pronouns: She/Her

"Cobi’s English 102 class had a focus on environmental sustainability and land management. The class had 3 separate field trips to locations where we got to speak with land managers, explore natural areas and gain a great perspective for the places and people we would go on to write essays about. The field trips came to be such an invaluable time where I connected with my classmates and had the opportunity to hear from local leaders in the environmental field. Not only were these field trips educational but Cobi made them fun and rewarding as well; we got to scramble over boulders, hike a mountain and watercolor paint by the river. I’d never loved to write, but because of these experiences—and the other resources and encouragement Cobi provided us with—I felt confident and so passionate about my writing as I felt connected to these natural areas and the people we spoke with, whom we addressed our letters to. I can honestly say in all of my time at EVCC this class had the biggest impact on me as a student and a person. I’m so grateful I got to experience this class with Cobi and will recommend it to anyone I can!" - comment from student nomination

What inspires you to try new things in your classes?

I believe in Experiential Education. Before teaching in Higher Education, I taught for Outward Bound. I took student groups on wilderness expeditions, teaching mountaineering, sea kayaking, rock climbing, and whitewater rafting skills. What we were really teaching, though, was leadership, self-reliance, group dynamics, field sciences, and personal growth. I want to provide this real-world, authentic, and spontaneous learning here at Everett Community College.

So many students don’t know about outdoor career opportunities in our local PNW region. I love sharing career options so students can find work in fields they are passionate about.

The world, our society, is constantly evolving. Every quarter is unique. Students have different personal interests and concerns about the world. I always let students choose topics to write about in my English Composition courses so they are engaged with their writing. I contemplate and address issues that concern me in my teaching…inequalities, student struggles, outdated practices, and my relationship with students…I genuinely desire to have students succeed in my class and the academic system, so I adjust to help each student succeed. This is a best practice called Differentiated Instruction.

What advice would you give an instructor who wanted to incorporate field trips into their curriculum?

The most important aspect of a field trip is that the teacher is passionate about the trip and the topics you will share with your students. This energy will transpire to the students and get you through the effort the field trips require.

It’s a reasonably straightforward process to incorporate field trips. Get permission from your Dean and get assistance from your support person to add transportation charges to your course fees (if you plan to borrow EVCC vans). There are some forms to fill out on the Intranet. Advertise to students and take photos for future advertising. The last task is to have fun and go with the flow. Allow time to relax while out, and don’t over schedule yourselves – you never get to all the plans.
During the field trips, Guest speakers are a real treat for the students and you as the teacher. People love to talk about their work, so getting field experts is pretty easy.

What is something else you have tried recently in your class that you feel had a significant impact on student engagement or success?

I have embraced Equity teaching practices such as Labor-based Contract Grading in my classes. This requires an attitude of trust – trusting that everyone is doing their best, always. It is essential to identify clear steps for students to complete to attain the desired grade and stick to them…you can’t change your mind because you have made a contract. You will identify what is required from the accreditation requirements vs. what you want the students to learn . You must be open to self-assessment and aligning your desires with CLO & SLO parameters.

I am constantly self-reflecting on what the students are teaching me…identifying my biases or unfair outdated practices. I am often surprised when I do something because “that is how my professors did it.” This does not equate to best practices. We have come a long way in our educational research methodologies, so I must constantly be open to changing antiquated ways. Having a Master’s in Education helps, we learned research-based best practices.

Above all, have compassion for yourself and especially your students. Don’t expect perfection; just progress.

What challenges have you encountered when venturing outside of traditional teaching strategies?

I’m not in control of everything on a field trip; there are many moving parts, but I’m okay with this. Recently, I had an issue with the old vans, which was stressful! But quickly resolved. During Covid, students drove themselves to our field locations, so the timing had to be fluid. Students move at different paces when we go hiking. The faster students wait for the slower students. We all have to be flexible and work as a team.

Rarely do I have a student who I don’t fulfill their expectations of what a “College Professor” should do. I have noticed these are students who have been successful in the traditional education system, and they often don’t come to class or choose to come late. They are not as successful when their grade is measured by labor and effort rather than eloquence with the English language. However, most students thank and praise me for my educational philosophy and practices, and they report greater engagement and success. I give students agency over their grades, however, some lack the maturity to handle this.

How does your view of students inform the way you teach or your teaching philosophy?

I remember being a busy community college student. I remember being a world traveler. I remember being an online student while being a new mom. I remember not knowing what I wanted to be when I grew up. I remember thinking I could do anything, so I didn’t know what to choose. I relate to students and want to help them in this phase of their lives. I believe students can be successful and my job is to support them. Each student has individual needs, so I can be flexible in how I support them.

Like I said, I believe people learn better by experiencing life, new subject material becomes relevant when they have their hands or bodies IN it.

What do you like best about EvCC students or teaching at EvCC?

Working for EVCC, I feel supported to implement my innovative ideas whether that is via field trips or Writing Center & Library support. I have been supported in extensive trainings like the ACI, Online teaching certification, Innovations Academy, and Advanced Yoga Teacher trainings. EVCC expects faculty to respond to our ever-changing student needs by giving us opportunity for continuing education. When we take these trainings, we then pass on our learning to our colleagues. It keeps us in the cycle of being a forever learner.

EVCC students are FUN! Bright! Students are our future leaders. I learn so much from them. Through their essays, I realize what they care about. I learn about their personal struggles as I build relationships in the classroom. I love supporting them as they grow as students and people. In my summer course, I love sharing my outdoor passions with students and seeing their eyes open to this planet and our human responsibilities. I love getting to know each person; they are all so cool!

 

Michael Callahan; Welding – June 2024

Pronouns: He/Him

“He has a way of teaching that is positive and rewarding and he understands that some people take longer than others to understand things. He is very patient.”  - comment from student nomination

The student who nominated you described your teaching as "positive and rewarding." Can you provide some specific examples of how you make learning a positive experience in your classes?

When students practice and practice, they may get frustrated with their progress, I show what is positive and what they need to work on. With showing some new techniques, they go back to the booth and nail it, exciting stuff.

The student also described you as patient and understanding that some people take longer than others to pick up skills and concepts. Can you talk about how you accommodate students who go at different speeds in your courses?

Being a foreman taught me a lot on how people work. I learned a lot about patience. Everyone works at different rates.

What is something you have tried recently in your class that had a significant impact on student engagement or success?

After practicing welding some students can get bored running bead after bead. We do real world projects. Pieces of pipe, square tube, angle iron welded on plates or together simulate parts to a hand rail system. Now they have a challenge, no more boredom.

What inspires you to try new things in the classroom?

My students, willing to try new things.

How does your view of students inform the way you teach or your teaching philosophy?

I view my students as people that want to learn to weld and fabricate. That is what they have in common. So, let’s learn to weld and have fun doing it.

What do you like best about EvCC students or teaching at EvCC?

All my students want to be there. Teaching at AMTEC is super rewarding when a student thanks me for teaching them to weld or become a better welder with more confidence.

 

Maxi Boeckl; Chemistry - May 2024

Pronouns: She/Her/Hers

"Maxi is always incredibly accommodating for her disabled students and maintains a classroom environment that is free from discrimination so students of minority status can feel safe and ready to learn. Her classroom setup is intuitive and assignment deadlines and content are communicated very clearly. Her "lecture at home, practice problem workshop in class" model is innovative and has helped me feel very supported and confident in her class with the difficult chemistry material. I think if more classes functioned like Maxi's many science topics would be a lot more accessible to many more students."  - comment from student nomination

What is something you have tried recently in your class that had a significant impact on student engagement or success?

I added project and reflection assignments to the curriculum.  These assignments try to relate chemistry to student’s interests, personal life, social justice issues, and/or general news we all hear about, such as climate change.  I try to build in some flexibility with these assignments, so that students can customize the assignment based on their interest.  For example, students study one aspect of greenhouse gas production (they choose from several topics) and investigate a potential solution.  Just like in a research or company setting, they educate themselves independently about the topic and either write a short report or present to the class.  Assignments like this allows them to see:

• how complex problems can be and how they impact society
• how interconnected the various STEM disciplines are and how chemistry connects with it (or their discipline of interest)
• focus on hopeful solutions by investigating great efforts made locally and around the globe
• how they could potentially fit into this line of work

In the spring, I also allow students to replace one reflection assignment by volunteering in our annual STEM & Health Professions Student Exhibition (formerly SESE).  Students get to work out the details of chemistry based demos and then show their demo off to visiting 5th graders at the exhibition.

I have students get very engaged with these assignments and since I started implementing them, I have seen long term effects.  For the first time, we just recently added a chemistry group to the STEM club, more students seem to have the confidence to sign up for tutors, more students applying for internships and research for undergraduate students (REU) programs.  In the past it has been a real struggle to get students interested in pursuing any of these, but now many are seeking these opportunities without needing to be pushed.  To me that seems to stem from a boost of confidence.

What inspires you to try new things in the classroom?

There are several factors that play into this.  I believe being a teacher comes with a certain amount of responsibility.  Students are spending money and a substantial amount of time to learn the material.  I want to make sure that they have a good experience doing so.  Even if chemistry isn’t their thing, I would like them to leave at the end of the quarter with a basic appreciation of the subject and an understanding of how it relates to their major and their life. 

And how to accomplish this, takes some experimenting.  Whenever I hear or see a new idea or method, I try to think “Would that work in my class? How would I implement that? Would it add value?”  Many things get dismissed, but often there is little spark and off I go.  Inspiration comes from many places.

1. I try to listen to the students.  What peaks the students interest and stirs up a lot of conversation; doing informal surveys; overhearing a conversation between students on what they like or dislike in my class or another instructor’s class.  Sometimes they tell me directly.
2. My colleagues.  Why not go to the experts?  I have many hallway conversations with fellow instructors.  Often it starts out with just a comment - this isn’t working so well.  And a colleague throws out an idea they have tried and might work.
3. Participating in workshops and conferences usually generates enough ideas to last me several quarters to implement.  Especially in recent years as the educational system has been looking at itself through a lens of equity and social justice, a lot of great new teaching methods have been introduced that are serving our students much better than the traditional ways.
4. And part of the inspiration is for self-interest.  My whole life, I’ve struggled with getting bored if I do the same thing over and over again.  I love to learn and try new things.  It creates more work, but for me it is absolutely essential.  It keeps me excited and passionate about teaching.

And of course, when you try something new and see improvement in assessments, increased attendance, or increased engagement by the students, it feeds into my job satisfaction.  So it is self fulfilling.  

What are some strategies you use to accommodate students with disabilities and generally increase the sense of belonging and inclusion in your classes?

I start with the basic assumption that they are just as capable as all “abled students” to perform the tasks.  However, that might mean that you have to meet them where they are, such as allowing them to collaborate with other students, to provide a chair during lab periods, letting them take a quiz in the empty classroom next door to the rest of the class…  Students usually tell me their needs and I’ll try to make it happen to the best of my abilities.  I find students are good at letting you know what they need and what works best for them if they feel that they won’t be seen as “different” just because they do things in their unique way.

The student describes what is typically called a flipped classroom model. When did you first start using this model, and what are some refinements you have made over the years?

This evolved slowly over several years.  I started out like most new instructors and mostly just lectured.  Soon I incorporated group worksheets. I liked the discussions that resulted amongst students and also the interesting questions that sometimes arose.  I also realized the application of the concepts, i.e. solving the problems, is where students got stuck.  So I started to maximize the amount of time for in-class exercises, by asking students to do some prep work before class.  I kept the time explaining the material in class short and jumped right into applying it - I tried to scaffold my exercises to build confidence with easier problems, but then also expose areas where we needed to dig a little deeper or learn new concepts, which allowed me to jump into a little bit more lecture. 

For me, one of the good things to come out of the COVID-19 pandemic was having to pivot to livestream teaching.  Taking turns between short lectures, exercises and back to short lecture, did not work well for me online.  So I decided to just record the lectures with lots more detail than I’ve given before and ask students to watch that before coming to class.  That worked a little better during the online days, but it works great for the in-class environment - at least in my opinion.  It allows me to just summarize what they watched and spend the majority of the time in the classroom to help them work through problems; from easy to quite challenging problems.  Students work in groups and during a class period most groups get to put at least one answer for a problem on the board.  After each set of problems we go through the answers together and I try to fill in any gaps of understanding as they come up.  If students come to class somewhat prepared and are willing to participate, I see students become more self-sufficient, help and learn from each other, form great communities and become comfortable asking me; and not just about the material, but many other things, such advising, transferring, career options - it stirs up a lot of great conversation.

How does your view of students inform the way you teach or your teaching philosophy?

I find my students interesting; each one of them has their own unique story and they are all striving to learn, even if life sometimes gets in the way.  But they keep showing up.  If I can just help make learning chemistry more enjoyable, it is a win.

What do you like best about EvCC students or teaching at EvCC?

The people of EvCC, the students and colleagues.  Not only do we have a beautiful campus, but we also have an interesting and diverse population.  I’ve worked on other campuses before joining EvCC and students, staff and faculty have a better attitude and seem happier and more content here at EvCC than other places.  Students are more engaged and colleagues are supportive and great to work with.  So in general, it makes it a joy to come to work.

 

Kelsey Gilman; ORCA - April 2024

Pronouns: She/Her/Hers

"Kelsey actively worked with all of her students on a personal level, as well as created a class structure that built upon class discussions, student feedback, and was one of the most well spoken and prepared teachers I've ever had. She structured this course in a way that chronologically made sense, and truly helped students understand the concepts and build upon the work they had done, leading to the final paper. Everything she has taught effectively remained in my memory, and I would absolutely take her class again. What was unique was the way she formed the course around the students instead of just teaching the course, she went above and beyond." - comment from student nomination

Kelsey’s initial comments upon hearing of the nomination:

First, I’d like to give a huge shout out to the student(s) who nominated me for this recognition! Thanks to the Center for Transformative Teaching & eLearning team for organizing this spotlight feature, in order to share innovative and impactful strategies. And to Ardi Kveven, for the perfect balance of support and free rein to practice implementing new strategies in my classes here at EvCC. 

I’d also like to note that all of my contributions to this conversation are strategies borrowed and adapted from other incredibly innovative instructors, whom I’ve learned from and worked with in my own educational journey. In particular, the Center for Human Rights and The Center for American Indian and Indigenous Studies at the University of Washington, Seattle, are doing inspiring and important work with transformative teaching techniques, which is where I learned many of the strategies that I use today. A huge thanks to doctors Angelina Godoy and Tony Lucero, among many others, for introducing me to these practices and generously sharing them with so many others. 

This student said that you "formed the course around the students" by "creat[ing] a class structure that built upon class discussions [and] student feedback." Could you elaborate on how you create these responsive structures and perhaps provide an example?

In my experience, the question of how to create responsive class structures is really a question of building the foundation for holding critical, challenging conversations across differences in ways that are ongoing. On the first day of any class I teach, we read “Passing the Mic” by Alex Morgan to set expectations for respectful participation that promotes diversity (“being invited to the party”) and inclusion (“being asked to dance”). We also draft a community learning agreement, and leverage the cultural capital that students contribute to discussions through self-selected research projects and presentations. I strive to develop a learning community where all students feel like they belong, their voice is valued, and believe in their own success. Decades of studies have shown that traditional grading practices are often at cross-purposes with learning (see here and here for summaries of this literature.) Grades have been shown to suppress creativity, increase avoidance of challenging tasks, reproduce social inequalities, and perpetuate notions that fostering competition rather than collaboration is the best way to incentivize excellence.

Any system of evaluations, including traditional grades, can be “gamed.” My goal isn’t to police students, but to provide as much assistance as possible to those who want to learn. Most instructors using traditional grading systems spend a lot of time and energy assigning letter grades, handling grade appeals, and even generating tests and exams to differentiate between students. In this class, I will do my best to use that time and energy to help students achieve the goals they set for themselves, because I believe that learning is best motivated by students’ interests. For this reason, I take an “ungraded” approach to evaluating participation in my classes. This means that I ask students to evaluate their own learning and progress in this course by proposing their own participation grade (worth 25% of their overall grade) using a provided rubric. This assignment includes:

1. developing a weekly reading question in 250-500 words based on the assigned readings from that week
2. engagement in all class discussions and activities, including collaborative, peer reviewed, and online work.

Moreover, students are never quizzed or tested on the material we cover in class -- instead, they are asked to engage deeply with the readings, and provide written work in a variety of academic styles (from short answer responses, to longer research papers), with scaffolding in place to support their growth and success.

All students are expected to establish a set of personal goals for their own engagement with coursework, in light of their own circumstances and capacities; to inform me immediately immediately if circumstances mean they can’t meet the original goals articulated, or any of the requirements listed here; and to hold themselves accountable for their own learning throughout the quarter. Students are also expected to submit a detailed self-evaluation at midterm and finals, and to offer feedback on other students’ contributions to their learning. Students are asked to evaluate their engagement with this course by suggesting their own participation grade (worth 25% of their overall grade). They must cite specific examples to support their proposed grade, using the rubric that I provide, and explain their reasoning in narrative self-evaluations due in midterms and finals week. When assigning final grades, I strive to honor their assessment of their own performance and progress in this course. However, I reserve the right to alter their proposed grade as appropriate, based on my evaluation of your performance and progress in the course as a whole. This class environment only works if we all commit to upholding certain standards for respectful engagement to the best of our abilities, which we will collectively write up in a community learning agreement at the start of term. Additionally, all students are expected to establish a set of personal goals for their own engagement with coursework, and to hold themselves accountable to these goals throughout the quarter. This will entail: submitting a course goals and commitments survey (in week 2); writing a one-page (double spaced) midterm narrative self-evaluation reflecting on progress towards these goals (in week 6); and writing a two-page (double-spaced) final narrative self-evaluation reflecting on progress towards these goals, and suggesting a grade for your participation in the class  (in week 11). 

We begin drafting our Community Learning Agreement with the statement: 

“We have the privilege of learning together and we have a responsibility to engage in dialogue in a way that supports the learning process for all of us. Here are some practices we as learning community members can strive to use in our learning process: …” 

And, after we decide together that it is complete, I physically print out a copy for everyone to sign, and we post it on the wall to refer back to throughout the quarter. By creating this binding social contract, we establish the basis for both inclusion of differences and individual accountability and self-evaluation for the duration of our time together. 

Additionally, I seek anonymous feedback at several points throughout the quarter and take the time to summarize main points and discuss them in class with students in the next class meeting. I thank them for the feedback provided, and explain which parts we will incorporate moving forward -- including which points came up that we can’t incorporate, and why. I do this 2-3 times per quarter, making immediately observable adjustments whenever possible, and following up with students a week or two later to see how the new systems are working and if we have more room to improve. 

The student also describes their experience of excellent scaffolding. Can you talk a bit about how you approach scaffolding in your classes?

Students arrive at community college with varying degrees of readiness, so I see scaffolding as a question of problem-solving on a case-by-base basis: how to meet each student where they currently are; how to connect with their existing interests and previous knowledge in ways that motivate learning; and ultimately, how to inspire an intrinsic will to learn in ways that will continue long after our course together is over. Teaching History at the Ocean Research College Academy guided pathway program (ORCA), in particular, gives me the privilege and honor to work with many high-achieving Running Start students interested in STEM careers. That said, most of the students I work with do not join ORCA for its History courses -- which makes the task of scaffolding my assignments, and providing the right support and feedback, even more crucial to their success. 

For each of the examples below, I start with a rubric and examples of previous student work, which we go over together in class with time for Q and A. At this time, I also make it a point to emphasize that this is a long-term, ongoing project and the final draft will not be due until Finals Week. This helps to alleviate stress and anxiety around the scale of the assignment, and minimizes the sheer volume of questions to field when it is first introduced.  

Example Assignment #1:  History 147 -- US History II -- Midterm & Final Research Paper
HISTORICAL “WHY” QUESTION RESEARCH PAPER:
Instructions: Choose one of the why questions you posted in response to the weekly readings, and develop a 5-paragraph argumentative essay in response to your question using resources such as course texts and other materials, and ideas from discussions generated in class. Must include a thesis statement, multiple sources of evidence (drawn from the syllabus), and offer original analysis and interpretation; successful papers will bring the texts into conversation with one another and offer new and unique insights. Each student must write a 5-page (12 pt. type, double-spaced)  paper WHY question based on the readings/lectures leading up to the day on which you turn in your paper. Papers should elaborate on arguments presented in lectures/readings by addressing the following questions: What is your WHY question? Why is it significant? What is your argument in response? What evidence do you provide for your argument? How effectively do you utilize your sources?

• Midterm paper (20%): Choose one of the “Why” questions you posted in response to the readings from weeks 1-5, and develop a five page (double-spaced) argumentative essay in response to your question using resources from the syllabus such as course texts and other materials, as well as ideas from discussions in class. Must include components such as a thesis statement, multiple sources of evidence (drawn from the syllabus), and offer your original analysis and interpretation; successful papers will bring the texts into conversation with one another and offer unique insights.  Prerequisites include: an abstract submitted for instructor approval one week prior. No bibliography needed.
• Final paper (30%): Choose one of the “Why” questions you posted in response to the readings from weeks 6-12 (or propose an original one), and write a research paper of at least eight pages (double-spaced) (2,000 words minimum) using seven or more sources that you find beyond the course materials listed on the syllabus.  Must include components such as a thesis statement, multiple sources of evidence, and offer your original analysis and interpretation; successful papers will bring the texts into conversation with one another and offer unique insights. Prerequisites include: an annotated bibliography submitted for instructor approval several weeks prior.

Example Assignment #2: History 148 -- US History III -- Midterm & Final Research Paper
ETHNOGRAPHIC RESEARCH PROJECT PAPER:
Instructions: Choose an interesting social process/cultural event/phenomena and go out into the world and observe and/or participate in it. You are required to observe/participate in this activity at least three times (preferably at different times of the day and possibly in different locations). You can pick any kind of activity—but it should not put you or anyone else in danger nor should it involve any illegal behavior. Your observations should be connected to course themes on diversity and social justice. You can choose the theme, but here are some suggestions:  How does power work in my research site? How is gender performed in the observed interactions? How is “otherness” constructed in the observed interaction? How are boundaries between “insiders” and “outsiders” (re)produced? 

• Ethnographic (midterm) research paper (20%): Choose an interesting social process/cultural event/phenomena and go out into the world and observe and/or participate in it. You are required to observe/participate in this activity at least three times (preferably at different times of the day and possibly in different locations). You can pick any kind of activity—but it should not put you or anyone else in danger nor should it involve any illegal behavior. Your observations should be connected to course themes on diversity and social justice. You can choose the theme, but here are some suggestions:  How does power work in my research site? How is gender performed in the observed interactions? How is “otherness” constructed in the observed interaction? How are boundaries between “insiders” and “outsiders” (re)produced? Then, write a 7-8 page double spaced research paper and make an argument about how power is working in your research site.
• Ethnographic (final) research paper (30%): Build upon your Ethnographic research paper by revising and expanding it to include an additional seven or more sources that you find beyond the course materials listed on the syllabus.  Must include components such as a thesis statement, multiple sources of evidence, and offer your original analysis and interpretation; successful papers will bring the texts into conversation with one another and offer unique insights. 

Example Assignment #3: Geography 201 -- Cultural Geography -- Midterm & Final Paper
THE REVISED PERSONAL STATEMENT ASSIGNMENT (Multiple Drafts):    
Instructions:  Draft and revise a Personal Statement for application to an award or program of your choice (with instructor approval). In a short essay, you will be asked to draw connections between your own lived experiences, and social theory concepts (like “cultural capital”) discussed in our course content/readings, to make a specific and compelling claim to the selection committee about why you are the ideal candidate for their program. The project itself includes prerequisite assignments, including multiple drafts to demonstrate significant revisions prior to the final draft submission.

What is something you have tried recently in your class that had a significant impact on student engagement or success?

For the first time this Winter 2024 I taught a fully asynchronous online course -- Cultural Geography 201, which I’ve taught in person before -- making it hard to build the trust and rapport needed for an intentional learning community. In the past, I’ve introduced this course with Rebecca Roanhorse’s blog post “Postcards from the Apocalypse” as a way to open discussions around settler colonialism. In this piece she asks: “What if I told you that there had been a zombie apocalypse? What if I told you that you were the zombies?” Usually I ask the class to read the article, quickly draft an in-class “Postcard in Response,” and then volunteer to share out together for discussion. Previously when doing this activity in Week 1 and in person, a pattern emerged in which a few confident voices shared out early in the conversation, contributing ideas and perspectives that soon became dominant, and ultimately shaped the direction of the dialogue to follow in ways that minimized any effort to explore the complexities of Roahorses’ claims, and the nuances of their application to the real world today. 

This year, given the logistical limitations of facilitating discussion online, I asked students to write their “Postcard Response” to Roanhorse as a private assignment submitted only to me, and was utterly amazed by the range of diverse responses that students felt comfortable sharing in private, but not with their peers -- at least, not in Week 1 of the quarter. The wide range of diverse student responses compared to previous years’ inspired me to reach out to individual students to inquire about sharing their comments with the class, anonymously. In the next video overview of our lecture slide content, I made sure to include and discuss screenshots of these anonymous student responses representing the vast diversity of ideas, perspectives, and responses to Roanhorse, which in previous years I had never had access to read before facilitating the discussion that immediately followed. By creating the time and space to read student responses before facilitating this major discussion, online or otherwise, I found myself better prepared to facilitate this particularly challenging conversation about identity politics and settler colonialism in ways that included all voices, to explore challenging but crucial concepts. By returning to revisit this activity in the next week’s lecture, following up with these ideas in subsequent weeks to follow, and continuously drawing connections between Roanhorse’s article, our online discussion, and other course readings and content, we were able to incorporate this activity into our responsive class structures in ways that facilitated ongoing, challenging dialogue across differences.

During Finals Week we returned to Roanhorse’s Postcard -- for the first time since I’ve been teaching this course -- to add a “P.S.” to our original responses from Week 1. The objective was to include and demonstrate the learning we’ve done in Cultural Geography, since then. As it turns out, returning not just to Roanhorse’s claims but to students’ own reflections from Week 1, more importantly, proved to be a meaningful exercise for many students who wrote about it. One student reflects: 
“Why must I be labeled a zombie? Sure, I am not proud of what my ancestors did but in all honesty, I can only trace my family lineage to maybe three generations. I genuinely have no idea what my ancestors did.  … In being a white person, I acknowledge that I am in a place of privilege and every day I do my best to be considerate of others and unlearn harmful discrimination that I might not have even realized. By all means when I say something insensitive or hurtful, call me out. Tell me. I want to learn from my mistakes. I want to do better and be the best person I can be. So when I am doing all of these things to try and do better as a human just to be told I am part of the zombie apocalypse, it hurts. Pushing those away who are part of the "zombie apocalypse" is not the answer to solving the zombie apocalypse. It is through the sharing of experiences, stories, interactions, and the mixing of cultures that we overcome these destructive mindsets of colonialism.”
Implementing these new strategies to approach discussions about Roanhorse taught me important lessons about momentum and timing, privacy and trust, candidness and rapport, as well as best practices for facilitating these challenging conversations. I plan to incorporate these strategies into future courses, including and beyond the scope of Cultural Geography, and most certainly in person in addition to online. 

What inspires you to try new things in the classroom?

My students! Their motivations, passions, interests, as well as their candidness, vulnerability and courage to participate in the conversations that I ask them to, continually inspire me to learn new ways to meet them where they are, and keep my lessons engaging and relevant. Other teachers, instructors, and guides from within and beyond the classroom, who model for me all that I try to implement in my own classrooms, and whose innovative teaching strategies I hear about from inspired, excited students. Critical events that are happening in the world that urgently need to be addressed today. My hope is that future generations -- if taught to think critically! And, invested in doing so -- will be capable of dealing with the colossal mess they’ve inherited, given the tools that are provided and their own ingenuity.  Last, but certainly not least: I am only inspired to try new things in the classroom when I have the right balance of work and home life, and am able to get my own needs met, too. I quite simply do not have the energy, nor the emotional bandwidth to try new things -- and potentially fail, and have to rework them, and then try the new thing again -- when I’m overworked, stressed, grumpy or exhausted. By making time -- even just 20 minutes a day, or a few times a week -- to do the things that I love on a regular basis (rocking climbing and hiking among them), I am able to show up for my students  and shapeshift to meet them across accommodations, learning modalities, and interests, to meet them where they are and inspire a will to learn.

How does your view of students inform the way you teach or your teaching philosophy?

Students are the vanguard of everything interesting, engaging, and fun; they make the best judges of what is relevant and applicable to their lives, today. It becomes all too easy for me, as a professor (of History, at that), to become immersed in “the bubble” of academia and the conceptual world of ideas in ways that overlook the struggles of my students’ lived realities. Reminding students that “we are all producers of knowledge” from the first day of class, on -- using icebreaker activities like “Name one thing you’re good at and one thing that you’re still learning, not related to school” -- helps me to position myself as a learner alongside them, as we cultivate growth mindsets in ways that emphasize the value of knowledge humility. This practice becomes particularly important in the ORCA program, where many students excel in STEM sciences yet feel beyond their comfort zone in History. To overcome the fear of public failure and criticism which prevents folks from sharing out, I candidly talk about my own mistakes, failures, and limitations, and how they’ve helped me in my learning journey.

“Mistakes produce knowledge. Failure produces knowledge because engagement in the process changes the actors embedded in the process. The only thing that doesn’t produce knowledge is thinking in and of itself, because it is data created in dislocation and isolation and without movement." -- Leanne Betasomosake Simpson

When I first tried to implement student-centered strategies that aligned with my teaching philosophy, it was stressful to let go of (even just the semblance of) control. To admit that “I don’t know the answer,” or “I made a mistake” felt like giving away my power. But doing so anyways taught me that letting go is the only way to “ride the wave” that is created when conversations take a turn in unexpected directions -- amazing, incredible, unbelievable directions -- that, as an instructor, I could never foresee nor plan to go. Letting go of expected outcomes while intentionally facilitating the candid exploration of ideas allows for our class discussions to be “greater than the sum of their parts,” in the process creating its own kind of power derived from learners, working together, producing knowledge. This view shapes my teaching philosophy because I look to students as the source of inspiration for developing curriculum with real-world relevance and applicability. My primary goals are to discover the wealth of knowledge and interests that students already possess, in order to make connections in ways that motivate an intrinsic will to learn. For better or for worse, I tend to assume that my students don’t want to be taking History in the first place, and will never take another History course again. This helps me focus on the important takeaways: like analytical thinking skills, and raising awareness about issues pertaining to climate and social justice.

One example of a student-centered project with real-world applications is from the course Human Rights in Latin America that I taught at the University of Washington with Angelina Godoy for several quarters (Winter 2019-Summer 2020). We invited activist leader Maru Mora Villalpando, founder of grassroots organization La Resistencia to end deportation in Washington state, to speak as a local expert in the field of community organizing and direct-action protest. From her, we learned about the internment of immigrants in Tacoma’s Northwest Detention Center, and students initiated a project (including a Solidarity Day field trip to protest at the detention center in April 2021, during Finals Week) to pass House Bill 1090 which closed all private, for-profit detention centers, making Washington one of the first states in the country to ban such institutions.

What do you like best about EvCC students or teaching at EvCC?

All the things! The ORCA program, in general… Another shout out to our program director, Ardi Kveven, and the rest of the ORCA team, for providing me with my first professional opportunity to practice these strategies in my very own classroom here at EvCC! I love the students in the ORCA program, and every day am blown away by their work ethic, compassion, curiosity, empathy and commitment to climate justice and social change. If I had to pick my favorite part about teaching for ORCA here at EvCC, it would be my conversations with my wonderful students, and all the opportunities I get to learn from them in so many areas beyond my expertise. 

 

One Student Nominates Two Instructors...On The Same Wavelength - March 2024

"Flexible, approachable, and understanding speaks the most to your spirit of innovation." - Summarized from student nomination

Ryan Masinelli; Information Technology	David Colameco; Welding & Information Technology
Pronouns: He/Him	Pronouns: He/Him
How do you build flexibilty into your classes?
I remember being a new student. I was two years past serving in the military, and coming to college felt imposing. I felt lost. I don't want students to feel that way; I want them to feel like they have a voice in the class. Someone to listen to and who can listen. I let students have a voice on when things happen. After that, I treat things as milestones. I like to give students the primary voice in class. I lay the foundation, including what I must cover before the course ends, and Program/Course/College learning objectives. After that, the students decide how the class is running. Such as what day of the week homework is due (this quarter all my classes have decided) and what days I lecture, and define attendance and participation. They can vote and choose to change things at any time. In the big sense, it does not matter to me, as long as it is all agreed upon and makes sense, I can support running the class in the way they want.	I teach both welding and IT classes using similar but tailored philosophies since they are both professional/technical fields. Both areas are skills I tap into as an engineer when I am not teaching. This interview is the result of an IT class I teach, so I will focus on that. I build flexibility and structure into my classes by having most assignments with a due date on Sunday for structure and then I provide a 2 week grace period for flexibility. The IT class I teach is one of the first IT classes that the students take, so it is very important that I have the students working on assignments right away because there is a lot of information that the students must digest. I let the students know my job is to take them from where they are to where they need to be when you're working out there in IT in fields such as health care or legal or all these other professions where they have a lot of procedures and a lot of rules that you have to follow. So balancing the need for students to cover a lot of ground at a steady pace while also building in a two week framework for flexibility is important. Then beyond that, I let everyone know “Please feel free to reach out to me, it's the most important thing.” I also reach out to students - pretty much every week I use Canvas to send out those messages: “Okay, here's a friendly reminder, this hasn't been turned in” or, “the assignment closes this weekend.” And then sometimes there are students where life happens. Our students typically aren't just full time students and that's all they're doing; I've had students who have said, “Hey, my work is asking me to work double shifts for the next few weeks, or I got COVID. I try to let them know “If there's something that happens, it's not personal, I understand that things happen. You may have other instructors in the past in high school who may have not been as open, but I'm treating you all as adults.” And with that added flexibility comes responsibility to complete the work.
How do you balance flexibility with the kind of structure that both students and instructors need to succeed at teaching and learning?
It's the big picture vs the little picture, the content is going to happen regardless of how the class flows. Learning can be different for everyone, so why not let the students express what they need?	I strive to be really organized. In Canvas, breaking the modules down by week and into subsections for the videos, the assignments, and the labs. There's usually 4 or 5 different areas and then keeping that layout consistent throughout the quarter. Also walking through most of the assignments and pointing out where the trouble spots are.  The IT course I teach is a networking fundamentals class, and there are three networking classes after that. So you can jump right into the first official networking class, but it's like jumping into the deep end of a pool. This fundamentals class is designed to be a smaller step up. Like a little stepping stool, so it's not such a giant leap to get into that first actual networking class, but it also provides other students who aren't gonna focus on networking, the information. Networking is a fundamental concept that plays a role in almost every IT niche, so that's why this is important.  I also speak to the other instructors, especially the ones that are doing the further networking classes and also the department head about how the students are doing, are there any spots that I need to fill in, such as the need to focus on the OSI model, or different network layers. I let students know right from day one when I introduce the class that the workload is going to steadily increase through week 4 and then it will level off. I also let them know that week 3 and week 4 is the hardest of all the concepts, and so please come into the class, because many students are online since I'm doing high flex, that even if you just come in for just 10 or 15 minutes, we'll sit down and work together. It really is a balance of structure in providing the concepts to the students in a manner they understand while also providing flexibility when they need more time to complete their work.
What is something you have tried recently in your class that had a significant impact on student engagement or success?
This year, I have been more open to due dates being broad. In the past, I always set for the end of the week. In the fall, one of my classes was having a discussion on when they actually do assignments vs when students work. So now I have the class discuss this, and we work due dates around work schedules.	The latest big change that I made was incorporating CLO 3 into the class in the form of assignments that focused on IT topics that relate to the world around them. Students, a lot of them I think, really enjoyed it because they write a lot. And feedback has been positive. I think the other key impact of these assignments is that they are different from the typical “this is how a network works” or “this is what's going on with the computer, etc,” where they're just doing more practice; they're at the grindstone, so to speak, like just kind of trying to absorb material from the book. Here with these assignments about IT and their world, they're being asked questions about how what you're learning is impacting others and what you can do to have an impact on people that are coming from different backgrounds. These students are very IT focused, and so they're very computer literate and have had access to technology, so they can't just assume that everyone else walking in the door with an IT problem or trying to get help has the same level of knowledge about how things should operate.  I would say the other thing I did, but that was a little bit further back, is I added more videos to the class. It's one thing for me to say things to them, it's another thing to have examples, various examples of folks who are actually out in the field for a few years, who can tell them “this is what you need to do, these certifications that you can get they're very important because that makes you more employable.” So what I try to do, I guess in a way is like having their future self tell their earlier self now “hey this is important” - it's a way to kind of do that.  And the other thing I've been meaning to do forever is to really get more Python programming into the class for automation of tasks they will need to do in the future. That is the next topic on my list to add to the class. I think the ability to automate tasks is a very important skill for students to have. So constantly trying to innovate and upgrade the class.
What inspires you to try new things in the classroom?
I want students to know I care, so I must do better. I try to ensure that I will always have a better version of what I teach, and the best way to do that is by giving them ownership of the picture.	Knowing what students are going to need in their careers to be successful, and if there's a way that I can teach it that's easier to understand, or even just get them engaged in those different activities that they need to know. I try to help them digest the information that's out there because if they were to just perform internet searches on their own or buy a book or things like that, it's sometimes harder, especially with so much information being out there.  What I notice with students entering the IT program is that they're used to downloading apps or they use apps on their phones that just work well right away. And I'll tell them ”hey you know when I was younger I used to hate certain software products, because they didn't always work well.” And I'll tell them now I feel kind of weird saying sometimes how I actually like Office products, or I'll say, “oh that actually works the way I wanted to,” because I'm so used to how it was back in the day. So sometimes understanding that place the students are coming from with apps that usually just work well versus the place where we probably came from, from our history, and knowing that at work their whole purpose is to fix issues so they're not just gonna walk in the door at work everything's working great like they're used to.  It's important to point things out, “hey, this is something you wanna look out for that happens or sometimes customers may tell you they don't know how something broke and you need to follow your trouble shooting plan that works best for you and the equipment you are diagnosing.” I think what really inspires me to try new things in the classroom is to really meet those challenges of what the students need to know so they can be successful. It's also interesting to me to learn about new things. Just seeing when they get a new idea, like that's always cool seeing when the light bulb goes on and ideas click.
How does your view of students inform the way you teach or your teaching philosophy?
Different students create different dynamics. Every quarter is different. Teaching tech is lioke floating down a river, it's constantly moving, and every student needs different support in making the journey.	Oh, that's a big one, that plays a very big role.  I think meeting them where they are, that's probably the biggest thing. When I look at students, I ask where are the students and where do I need to take them to? There's where they need to be based on what employers are stating that they need, but things are also changing so the way that I was taught how to deal with electronics was back when you would take a soldering iron and you would actually diagnose whether a resistor or something failed in a larger component of communications equipment or electronics, whereas nowadays everything is so wafer thin, you can't take those circuit boards apart, so a lot of times it's just a matter of you troubleshooting from a higher level. But just knowing the mindset of where a lot of students are coming from versus where maybe a lot of us faculty members might be, or in some of these corporations where students will be fixing things and getting under the hood and really diving in.  I'm looking at the students as professional technical students, and looking at how the information that they learn here, or at every community college for that matter, will then be used later on. Probably a lot of this is also related to every single other field and discipline that's taught at the college, but also teaching them how to learn or teaching them how to look things up is a big part of it. Another important aspect of teaching students is understanding that there are a portion of them that will not continue from this early class in IT and finish with an IT certificate or IT ATA. There are students who may pause their learning, and others who take their journey in a different direction. I let students know that I am well aware of that, and if they look at my path as an instructor in two departments, and an additional career in engineering that involves multiple disciplines, that I understand that there are many fields to pursue in their careers. In a sense, letting them know that it's ok to not to know what they want to do but that they need to reach out to an advisor and/or explore an alternative that interests them. Likewise welcoming in students who are changing career paths and improving their lives. Welcoming them into IT and introducing all students to each other so they can see that they all have very similar yet varied interests and that they can find other students with similar backgrounds and dreams.
What do you like best about EvCC students or teaching at EvCC?
Community. I like knowing that I support our community by teaching needed career learning and knowing that students will our out and support that community.	A lot of the students, as I mentioned before, are coming from different backgrounds, and they want to improve their lives. Wherever they are right now, maybe they work in a retail job or they're working in a job that they don't really like, their life's headed in a better direction that they are choosing. Some may even be coming from a place where they are driven to make their lives better such as students who were incarcerated, or overcoming addiction, or some other part of themselves that they are working on improving. They want to improve their lives and they are typically very engaged.  Students like to help each other, they're just really fun to work with; their questions and the things that they inquire about are also really interesting for me. Students will ask bigger picture questions as to why this is the way it is or why do we do things like that. And the answers, sometimes it can take a lot of digging to figure out why. Sometimes there's a history behind something that was done in the 60s, 70s, 80s and it kind of just kind of carries on through how networks are set up, or just different little things that kind of linger there. The students wanting to learn pushes me to make sure I understand at a much deeper level or even understanding things that are well beyond the scope of the course.
Is there anything else you wanted to add?
	I think probably one of the most important things that I could add is that everyone is welcome into the classroom, that everyone is welcomed into our programs. Students may wonder “am I good enough to enter this engineering field or join these other IT students or join these other welders?” Students and people out there that have doubts about whether or not they should take that first step, that yes you should. One of the biggest things that EvCC and all colleges and training programs need to do is let people know if they are thinking a program will benefit their lives, that they should apply or at the very least look into it more. That if they have a dream, they should try it. Take that first step. They need to trust that inner feeling and take a step forward, and we'll be here to work with them.

 

 

 

Heidi Weiss-Green; Mathematics - January 2024

Pronouns: She/Her

"Heidi has completely changed how I look at the world of mathematics. She always comes into class excited to teach us the material, and always makes our math problems feel like a game or a challenge. Her enthusiasm to teach makes me excited to learn. I never thought I'd genuinely look forward to a math class, but I look forward to Heidi's. She always shows us how to apply our learning to the real world, which is crucial, especially when dealing with more complex topics. Heidi is so much more than a teacher, and I can't emphasize that enough." -comment from student nomination

How do you help students connect the concepts and skills in your courses to their lives, careers, and academic goals?

One thing that’s really important to me: I try to help them embrace the process of problem solving. Working out solutions to problems using a clear and logical step-by-step process is invaluable as they move through other courses, and for their eventual careers. Math can be beautiful and writing out work clearly and in an organized fashion allows students to feel proud of their work and provides them with a skill that they will always have. It takes patience and hard work, but it pays off. No one can argue with sound mathematical writing … so as students move on in school, they will be ready and prepared. Many of my calculus students will be engineers, and engineers are required to justify their conclusions by recording their thought process, logic, and step-by-step arguments used when making their decisions. Writing valid mathematical solutions is great practice and training for these future engineers. 

The student who submitted you described your approach to math instruction as feeling like "a game or a challenge." How do you build motivation and discovery into the assignments you give students?

I guess that’s how I view math as well, as a bunch of little games or challenges. The rules are given and then you get to apply the rules to a problem. There could be many ways to get the correct answer, which vary in length, but they will all match in the end if you’ve used the rules correctly. There is skill to choosing the more direct method for a particular problem, but if you’re stubborn, you can always get it solved. A lot of success in math is just not giving up. I would like to think that our problem solving in class together, collectively pondering how to solve problems and then working them out together, inspires students to then be motivated to work on the homework and quiz problems as practice later to solve their own little challenges.

Is there a specific assignment or activity that might fit the student's description of a game or challenge?

A couple of things come to mind for the calculus classes, in particular. First thing - it’s especially fun and rewarding to work problems out in more than one way, if possible, to self-check that the answers match. In Math 264 (Calculus 4) our Quiz 2 contained that style of problems. Doesn’t really sound that fun but it’s all relative, lol! Another thing that I do in the calculus series is give them coloring assignments just for fun. Especially with the more complex material in the upper-level math classes, it’s a nice distraction to relax and color a cute animal. Students actually love and appreciate doing it. Once they are colored, I hang them on the white board for the class to see. I’m including a blank one here as an example.

What has inspired you to try new things in the classroom?

The pandemic has changed the way we teach our math classes at EvCC. Most of our classes contain an online component now. I recently taught our 4-quarter calculus sequence in a hybrid mode, for the first time. I modified my lectures to be more streamlined and added online work. Many students have said that they appreciate more condensed courses that meet fewer days a week, to support jobs, save travel gas money, etc. but still appreciate the experience of coming to campus to be in class and ask questions.

How does your view of students inform the way you teach or your teaching philosophy?

Students learn best and retain best when we focus and practice more on the main concepts. Not getting too bogged down in the ugly or messy problems. I try to remember that when lecturing and when assigning practice problems. With math, things can get complicated, and I feel it’s my job to uncomplicate things for the students. They can see a formal presentation, but then my goal is to show them what it really means. People in general understand much better if things are explained using regular words, and especially if the person explaining it is positive and accepting of any questions. Often a few shorter examples of real-life applications will stick with students better than long drawn-out applications. But applying the concepts to the real world is one of the best things an instructor can do to help students provide meaning and motivation for learning math, and to give them a well-rounded perspective. Once explained to them, students understand WHY working hard in math pays off. I try to keep the bar high so they can meet the challenge, learn, and succeed… succeed not just in my class, but in the classes that follow here at EvCC and beyond. A good motto for math is “Work hard / Play hard.” The break is that much better if you’ve worked hard!