Proposal Title
Lightweight strategies to improve classroom climate and promote wellness
Session Type
Presentation
Room
FNB 1200
Start Date
3-7-2019 3:30 PM
Keywords
stress, wellness, ta training, large classes, inclusion, classroom climate
Primary Threads
Teaching and Learning Science
Abstract
Navigating college is not a trivial endeavor. During their years in university, students face a myriad of challenges, some of which can be characterized as “growing pains.” Their process of maturing is not separate from their academic experiences. Therefore, it is crucial that as we advocate for wellness, we emphasize strategies that explore the intersections of intellectual, social, and emotional development. In this session, I report on work done in an introductory computing course to alleviate stress, build community, and educate both students and teaching assistants about the critical role of mental health. The strategies presented are grounded in a framework by Ambrose et al. that highlights the role of tone, human interaction, anonymity, and ground rules in shaping the classroom climate (Ambrose, Lovett, Bridges, DiPietro, & Norman, 2010). As teaching authentically can positively impact the learning experience of students (Johnson & LaBelle, 2017) I will also present how Appreciative Inquiry (Whitney & Cooperrider, 2011) influenced the strategies utilized. Anecdotal evidence from course evaluations of the effectiveness of the strategies will also be discussed. A critical element of promoting wellness across large courses is ensuring that all course staff are actively engaged in wellness initiatives. At my institution, our first-year course has roughly 40 teaching assistants each term. In this presentation, I will also detail my experience in incorporating small changes into our weekly staff meetings to improve staff-student interactions.
References
Ambrose, S. A., Lovett, M., Bridges, M. W., DiPietro, M., & Norman, M. K. (2010). How learning works : seven research-based principles for smart teaching. Jossey-Bass.
Johnson, Z. D., & LaBelle, S. (2017). An examination of teacher authenticity in the college classroom. Communication Education, 66(4), 423–439.
Whitney, D. & Cooperrider, D. (2011). Appreciative inquiry: a positive revolution in change. ReadHowYouWant.com.
Elements of Engagement
During the session participants will be given the opportunity to
- discuss ways to adapt wellness strategies to fit their own unique style
- brainstorm on missed opportunities that allow for holistic student development
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Lightweight strategies to improve classroom climate and promote wellness
FNB 1200
Navigating college is not a trivial endeavor. During their years in university, students face a myriad of challenges, some of which can be characterized as “growing pains.” Their process of maturing is not separate from their academic experiences. Therefore, it is crucial that as we advocate for wellness, we emphasize strategies that explore the intersections of intellectual, social, and emotional development. In this session, I report on work done in an introductory computing course to alleviate stress, build community, and educate both students and teaching assistants about the critical role of mental health. The strategies presented are grounded in a framework by Ambrose et al. that highlights the role of tone, human interaction, anonymity, and ground rules in shaping the classroom climate (Ambrose, Lovett, Bridges, DiPietro, & Norman, 2010). As teaching authentically can positively impact the learning experience of students (Johnson & LaBelle, 2017) I will also present how Appreciative Inquiry (Whitney & Cooperrider, 2011) influenced the strategies utilized. Anecdotal evidence from course evaluations of the effectiveness of the strategies will also be discussed. A critical element of promoting wellness across large courses is ensuring that all course staff are actively engaged in wellness initiatives. At my institution, our first-year course has roughly 40 teaching assistants each term. In this presentation, I will also detail my experience in incorporating small changes into our weekly staff meetings to improve staff-student interactions.
References
Ambrose, S. A., Lovett, M., Bridges, M. W., DiPietro, M., & Norman, M. K. (2010). How learning works : seven research-based principles for smart teaching. Jossey-Bass.
Johnson, Z. D., & LaBelle, S. (2017). An examination of teacher authenticity in the college classroom. Communication Education, 66(4), 423–439.
Whitney, D. & Cooperrider, D. (2011). Appreciative inquiry: a positive revolution in change. ReadHowYouWant.com.