AEE 530: Teaching & Learning in Agricultural Sciences: Session 7 - Course Climate Online Asynchronous Session

Online Session (Canvas Module)

What are you curious about?

At first read of Ch 6 I felt overwhelmed by ALL the things that might influence climate in the classroom - all the things students might bring with them...that by the end of digesting all the "strategies" offered in the chapter, I felt that I might have an approach to not only "handle" things, but to anticipate and embrace them.
There seems to be a very fine line to walk with some of this, specifically about being available and reducing anonymity for the students. I feel like too much can be overbearing and a bit creepy but not enough will alienate students.
The different types of questions that showed up in our quiz

There were some great ones! Isn't it fun to be able to apply knowledge to authentic scenarios?

How teachers and faculty can be made aware of and reminded of assumptions they may make in their instruction.

Constantly being challenged...one reason peer review of instruction can be so helpful!

Hmm...most learning at professional development events is self-identified as everyone creates their own meaning. I hope you get a sense of the amazing resources available and possible innovations for technology integration. Check out the schedule and make a plan for your success: http://tltsymposium16.sched.org/

Here is a diverstiy tool kit from the National Education Association: http://www.nea.org/tools/30402.htm

Course climate can impact the course learning. In addition, about the assumptions that could take place in everyday teaching and learning situations.
Really good ways to adjust class atmosphere
The variety of assumptions that can be made in the classroom and how many different ways course climate can be affected by them.
The stages of student development
Hardiman & Jackson's categories for social identity development
How to think about assumptions--different kinds of assumptions by each player in a situation and that individuals might hold more than one assumption

how to stave off assumptions...how to recognize when I, or those around me, are seeing thru an assumption and how to nicely tell someone that they are not be seeing things as clearly as they might because of their assumptions...I noted the phrase: "You probably did not mean this, but some people might interpret your comments as sexist."

The more we can make our classroom's open to honest critique, the better chance we have of catching this!

How the first day of class and the syllabus can be structured to send a clear message about course climate.

Meaningful language re: values of the class. What are your "big picture" ideals?

Do we have developmental appropriate assignments? Just asking puts you ahead of the curve

How teachers and faculty can be made aware of and reminded of assumptions they may make in their instruction.

Sometimes...it is painful. But Feedback in the form of peer review and/or student evaluations can be helpful!