TOPkit Workshop • University of Central Florida • March 4, 2020
Thank you for inviting me to present the keynote for the 4th annual TOPkit workshop. I hope my presentation resonated with you and that you continue to reflect on an idea or two as you return to your work supporting the development of online faculty.
Below is a list of resources in support of my presentation. If you have any questions, thoughts, or resources to add to this list, I welcome you to leave a comment at the bottom of the page.
Toolkits & Other Goodies
- Adopt the Humanizing Online Teaching & Learning Course (Canvas Commons) from CVC-OEI
- Reflections from Humanizing course participants
- CA Education Learning Lab Grant Project – Eliminating Equity Gaps in Online Gateway STEM Courses through Humanized Instruction
- How to Humanize Your Online Class Infographic
- Behaviors and Strategies for Improving Online Instructor Presence
- Pacansky-Brock, M., Smedshammer, M., Vincent-Layton, K. (2019). Humanizing Online Teaching To Equitize Higher Education. Manuscript submitted for publication.
- Liquid Syllabus:
- Benefits of a Liquid Syllabus (3-minute video)
- Sample Liquid Syllabus by Sarah Williams, Math faculty at Foothill College
- Getting to Know You Survey
- Wisdom Wall (video excerpt)
- Bumper Videos:
- Triangular Trade by Matt Mooney
- The Truck Stop by Michelle Macfarlane
Online Articles, Reports & Podcast Episodes
- American Psychological Association, Stereotype Threat Widens Achievement Gap
- The Hope Center, (2019). California Community Colleges #RealCollege Survey (PDF).
- Center for Community College Student Engagement. (2019). A mind at work: Maximizing the relationship between mindset and student success. Austin, TX: The University of Texas at Austin, College of Education, Department of Educational Leadership and Policy, Program in Higher Education Leadership.
- Community College Research Center, (2013). Creating an Effective Online Instructor Presence (PDF), Teachers College, Columbia University.
- Pacansky-Brock, M. (2016, Apr 27). How to keep the human element in online classes. Edsurge. https://www.edsurge.com/news/2016-04-27-how-to-keep-the-human-element-in-online-classes
- Pacansky-Brock, M. (2017). On Being First, Teaching & Learning Innovations at CI, HumanizED Podcast, Episode 1.
- Pacansky-Brock, M., (2017). Why Online Classes Matter,Teaching & Learning Innovations at CI, HumanizED Podcast, Episode 2.
- Pacansky-Brock, M. (2017). Best practices for teaching with emerging technologies (2nd ed.). New York, NY: Routledge.
- Pacansky-Brock, M. (2016, May 31). Unpacking the problem of unmotivated online students, EdSurge.
- Leafstedt, J. & Pacansky-Brock, M. (2016, December 16). Faculty development in the age of digital, connected learning, EdSurge.
- Smedshammer, M. (2017). 10 Tips for Creating Effective Instructional Videos by the amazing Mike Smedshammer of Modesto Junior College.
Barnett, Elisabeth A. 2011. “Validation Experiences and Persistence among Community College Students.” The Review of Higher Education 34 (2): 193–230.
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203.
Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). doi: 10.1126/sciadv.aau4734
Delmas, P. (2017, May 31). Using VoiceThread to create community in online learning. Association for Educational Communications & Technology.
Estrada, M., Eroy-Reveles, A., & Matsui, J. (2018). The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Social Issues and Policy Review, 12(1), 258- 297. doi:10.1111/sipr.12046
Gelbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 103(3), 343-352. http://dx.doi.org/10.1037/eduu0000042
Harris, F. and Wood, J. L. Teaching and learning for men of color in the community college.
Hammond, Z. LL. (2014). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Publishers.
Jaggars, S. S. & Xu, D. (2016). How do online course design features influence student performance?, Computers & Education, 95, 270-284.
Jaggars, S. S. & Xu, D. (2015). Predicting Online Student Outcomes from a Measure of Course Quality, working paper.
Jaggars, S. S. (2014). Democratization of education for whom? Online learning and educational equity, Association of American Colleges and Universities, 17(1).
Jaggars, S.S. (2014). Choosing between online and face-to-face courses: Community college student voices, American Journal of Distance Education, March: 28(1), 27-38.
James, S., Swan, K., & Daston, C. (2015). Retention, Progression and the Taking of Online Courses. Online Learning, 20(2).
Kaupp, R. (2012). Online penalty: The impact of online instruction on the Latino-White achievement gap. Journal of Applied Research in the Community College,19(2), spring, 8-16.
Munoz, S. & Rendon, L. (2011). Revisiting validation theory: Theoretical foundations, applications, and extensions. Enrollment Management Journal. 5. 12-33.
Pacansky-Brock, M. (2014). Learning out loud: Increasing voluntary voice comments in online classes. In Lowenthal, P., York, C., & Richardson, J. (Eds.), Online learning: Common misconceptions, benefits, and challenges. Nova Science.
Rendon, L. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), pp. 33-51.
Rozek, C. S., Ramirez, G., Fine, R. D., & Beilock, S. L. (2019, January 29). Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation. PNAS, 116(5), 1553-1558. https://doi.org/10.1073/pnas.1808589116
Teaching Men of Color in the Community College, course readings from the Center for Organizational Responsibility and Advancement (CORA) at Canada College.
Wood, L. (2014). Apprehension to engagement in the classroom: perceptions of Black males in the community college. International Journal of Qualitative Studies in Education. 27(6), 785-803.
Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659