This episode continues a discussion of the many simple strategies available for making our anatomy and physiology course more inclusive. Here, we learn eight more easy ways to make our courses work better for all learners.
0:00:00 | Introduction
0:00:46 | More on the Inclusive Course
0:07:51 | Sponsored by AAA
0:08:38 | 8. Student Interest Survey
0:14:35 | 9. Inclusive Office Hours
0:24:22 | Sponsored by HAPI
0:25:27 | 10. Valuing Diverse Viewpoints
0:29:08 | 11. Inclusive Classroom Demeanor
0:55:44 | Sponsored by HAPS
0:56:38 | 12. Learning from Mistakes
0:58:56 | 13. Suggest a Different Instructor
1:08:33 | 14. Many Challenges Are Invisible
1:13:12 | 15. Practice Love
1:16:01 | Staying Connected
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Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. (Parker Palmer)
More on the Inclusive Course
This episode—and the previous one—discuss a large basket of practical ways we can make our anatomy and physiology course more inclusive. Here, we review the previous 7 tips and then set the stage for 8 more tips. And some news and updates.
★ Association of College & University Eductators (ACUE) toolkit (various resources for the inclusive course) AandP.info/inclusive-teaching-6be1c1
★ ADVANCING DIVERSITY AND INCLUSION IN HIGHER EDUCATION (report on benefits of making courses inclusive) AandP.info/8879cb
★ Unraveling Faculty Burnout: Pathways to Reckoning and Renewal Paperback by Rebecca Pope-Ruark (Author) geni.us/EBSTK
★ Dr. Amanda J. Meyer on Twitter @amandameyerphd
★ ★ Use services like https://cloud.name-coach.com or https://namedrop.io to get students to pronounce their preferred names (and pronouns if they want) so you can learn the correct way to address them
★ HAPS Town Hall Archives AandP.info/HAPStownhall
Sponsored by AAA
A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org.
Don't forget—HAPS members get a deep discount on AAA membership!
8. Student Interest Survey
The more we know about students, the more we can figure out ways to include them in our course.
★ Answer Garden (the Answer Garden for Kevin's Pre-A&P course) https://answergarden.ch/164268
★ ACUE toolkit #8 (resources related to this tip)AandP.info/inclusive-teaching-2986ca
9. Inclusive Office Hours
Are our office hours set up for our own convenience? Or do they instead reflect the diverse needs of our students? Learn how Kevin customizes his office hours by using an online scheduler.
★ ACUE toolkit #9 (resources related to this tip) AandP.info/inclusive-teaching-e4fcde
★ Kevin's online scheduler (combined view at AcuityScheduling; only the "student' appointment is linked in the course syllabus) AandP.info/kevin-schedule
★ Link to other scheduling apps: AandP.info/best-scheduling-79b8df
Sponsored by HAPI Online Graduate Program
The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers, especially for those who already have a graduate/professional degree. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you be your best in both on-campus and remote teaching. Kevin Patton is a faculty member in this program at Northeast College of Health Sciences. Check it out!
10. Valuing Diverse Viewpoints
If we set expectations for valuing diverse viewpoints in our course—especially with the help (and buy-in) of our students—we can ramp up the inclusiveness of our course.
★ ACUE toolkit #10 (resources related to this tip) AandP.info/inclusive-teaching-086228
11. Inclusive Classroom Demeanor
A playful class atmosphere is—by its very nature—an inclusive classroom atmosphere. The more flexible and playful our course is, the more inclusive it can become.
★ Why Deadlines Are Important (blog post for A&P students; recommends meeting deadlines but suggests asking for flexibility when needed; link to this post from your course) theAPstudent.blogspot.com/2013/10/why-deadlines-are-important.html
Sponsored by HAPS
The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast. You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Watch for virtual town hall meetings and upcoming regional meetings!
12. Learning from Mistakes
We cannot evolve to be more inclusive faculty if we do not recognize and correct our mistakes.
13. Suggest a Different Instructor
Sometimes, things simply do not click between you and a student—possibly thwarting their success. If possible, a student may benefit from switching to a section with a different instructor.
★ The relationship between psychological identification with instructors and student ratings of college courses (research article from Instructional Science) AandP.info/psychological-identification-ad33fa
14. Many Challenges Are Invisible
If we are on the lookout only for visible diversity and visible challenges our students may face, we are going to miss the many different invisible challenges. If we want our course to be more inclusive, we must consider the invisible.
★ Invisible Disabilities and Postsecondary Education (article from DO-IT) AandP.info/invisible-disabilities-cc24a5
★ Disability and Higher Education: “But You Don’t Look Disabled": Legitimizing Invisible Disabilities (article from the UN) AandP.info/disability-higher-d12803
15. Practice Love
Practicing love—compassion, empathy, and kindness—for all our students is the foundational strategy that underlies all the tips the given in these two episodes on making our course more inclusive.
★ The Value of Empathy in Academia: Why You Should Care (article from American Society for Microbiology) AandP.info/value-empathy-795792
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★ Transcript available in the transcript box: theAPprofessor.org/podcast-episode-109.html
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