Presentation Title
Connection and compassion: Enriching student learning and teaching experiences
Abstract
This collaborative autoethnographic case study explored how six selected university courses were supplemented and supported by connection and compassion activities22 throughout to facilitate an inclusive learning environment and to enable teacher education students (TESs) to excel in their learning during a range of high velocity events (HVEs). HVEs are experienced in communities resulting from the consequences of COVID-19; ethical dilemmas; conflicts; critical incidents (eg loss, trauma, fires, floods) and restructures. Such trauma-informed education9,20 recognises and deals with the influence and impact on students and their teachers of these HVEs' factors such as health and well being1,22 and identities of self10.
At the time of this study, COVID-19 was widespread and as such many courses were either blended or fully online. Consequently, pedagogies were employed to enable TESs to not only learn remotely but to engage with their fellow students using contemporary technologies and technology-based learning materials. This study is positioned at the intersection of the Quality Teaching Framework (QTF)3,18, universal design for learning (UDL)2,4-8,11-12,17, academic identity10, professional learning14,15,21 and wellbeing1,22.
The study examined the preparedness and capabilities of five University teachers (UTs) and their TESs to teach and learn given the very real context of the COVID-19 pandemic. Data were collected from the UTs drawing on their TESs' perceptions and feedback. The timeline for data collection and analysis was from Semester 1, 2021 to Semester 2, 2022. The themes that were derived from the thematic analysis of the data included the importance of strategies14,15,16 to (a) create a sense of belonging; (b) dedicating time for getting to know students and students getting to know each other; (c) early and ongoing communication with students; (d) making connections with previous learning/content; (e) designing effective assessment tasks; (f) fostering active learning through engaging pair and group work activities; (g) ongoing explicit discussion of assignments; (h) regularly checking on students' learning progress and (i) supporting struggling learners as soon as possible.
The implications are then discussed including shifting to teaching in a blended or fully online environment19; the need to embed these skills more systematically and cohesively throughout our programs; the importance of being reflexive and maintaining strong partnerships with students, staff and schools22; building and sustaining safe and connected environments1,3,18,22 and the need for further research into connection, belonging and wellbeing1,22 of students and staff.
References
1Alves, R., et al. (2021). Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being. International Journal of Educational Research and Innovation, 15(15), 203–217.
2Ayala, E., & Christie, B. (2011). Universal design for learning: A proactive pedagogical approach. Journal of Higher Education and Lifelong Learning, 18, 121–124.
3Baik, C., et al. (2015). The first-year experience in Australian universities: findings from two decades 1994-2014. University of Melbourne/Centre for the Study of Higher Education.
4Bedrossian, L. (2019). Understand and promote the use of Universal Design for Learning in higher education. Disability Compliance for Higher Education, 23(10), 7–17.
5Burgstahler, S. (2021). Universal Design in Education: Principles and applications. DO-IT. https://www.washington.edu/doit/universal-design-education-principles-and-applications
6Burgstahler, S. (2021). Universal Design in postsecondary education: Process, principles and applications. DO-IT. https://www.washington.edu/doit/universal-design-postsecondary-education-process-principles-and-applications
7CAST. (2018). The UDL guidelines. http://udlguidelines.cast.org/
8Cumming, T.M., & Rose, M.C, (2021), Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature, Australian Educational Researcher.
9Doughty, K. (2020). Increasing trauma-Informed awareness and practice in higher education: Journal of Continuing Education in the Health Professions, 40(1), 66–68.
10Drennan, J., et al. (2017). Academic Identity in Higher Education. In: Shin, J., Teixeira, P. (Eds) Encyclopedia of International Higher Education Systems and Institutions. Springer, Dordrecht.
11Fovet, F. (2020). Universal design for learning as a tool for inclusion in the higher education classroom: Tips for the next decade of implementation. Education Journal, 9(6), 163-172.
12Garrad, T.A., & Nolan, H. (2022). Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success. Advance online publication.
13Gore. J., et al. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. Australian Educational Researcher.
14Gore, J. (2021). The quest for better teaching. Oxford Review of Education.
15Gore, J. (2020). Why isn’t this empowering? The discursive positioning of teachers in efforts to improve teaching. In A. Brown & E. Wisby (eds.) Knowledge, policy and practice: The struggle for social justice in education (pp.199-216). London, UK: UCL IOE Press.
16Gore, J.M., & Whitty, G. (2017, July 26). Improving teaching: Some lessons from Australia. International Education News. https://internationalednews.com/tag/teacher-quality/
17Lamont, C., & Nordberg, D. (2014). Becoming or unbecoming: Contested academic identities. Paper presented at the 28th Annual British Academy of Management Conference (BAM2014), Belfast, Northern Ireland.
18Collins L.A. (2017). Quality teaching in our schools. Scan 29–33.
19Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges and transformations. Student Success, 10(2), 1-11.
20United Nations Educational, Scientific and Cultural Organization (UNESCO; 2019). Policy Paper 38 Education as healing: Addressing the trauma of displacement through social and emotional learning, global education monitoring report.
21Wolpow, R., et al. (2016). The Heart of learning and teaching.
22Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools. https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf
Theme
Developing purposeful partnerships
Presenter Bio
Lauren Stephenson
Lauren Stephenson is a Professor with expertise in Learning, Teaching, Educational Leadership, Management and Administration (ELMA). Lauren holds a Ph.D. in ELMA from the University of Sydney and has over 30 years of international and national experience in a range of educational leadership roles including positions as Dean, Head, Deputy Head, National Director and National Coordinator. Lauren is an experienced educator with a combined 30 years in English language and literacy (ELL), teacher education, educational leadership, research methods, TESOL, EAL/D, second language acquisition and service learning. She has an extensive record of scholarly activities at national and international levels and has publications in the areas of ELMA, TESOL, ELL, EAL/D, teacher education and professional learning, work integrated learning, adult learning, action research, autoethnography and narrative inquiry. Lauren’s contribution to learning and teaching is acknowledged through her excellent student evaluations, the awards she has received and by the professional recognition she has received including by the NSWCDE in a featured article entitled Travelling Sparks a Passion for Learning.
Traci-Ann Garrad
Dr Traci-Ann Garrad is a member of the School of Education at the University of Notre Dame Australia. Based at their Sydney Campus, she teaches inclusive and special education courses and is dedicated to improving academic and well-being outcomes for all students. Traci-Ann’s research interests include evidence-based practice concerning students with autism spectrum disorder, universal design for learning in higher education, and improving pre-service teacher education for today’s diverse learners.
Sabina Prodanovic
Sabina Prodanovic is a sessional academic in the School of Education at the Sydney Campus of the University of Notre Dame. She is a passionate educator who transitioned from secondary to tertiary education to focus on her PhD, which will explore teachers' self-efficacy and preparedness in teaching stage 6, and hopes to work with teachers and schools in implementing effective ways to improve teaching and learning.
Boris Handal
Boris Handal is a Professor with expertise in Digital Learning Technologies and Quantitative Methodologies in the School of Education at the University of Notre Dame Australia. His academic background is rich in diversity with a breadth of experience accrued through involvement in academic development, curriculum development, lecturing, research and project management at various educational institutions. He is presently Higher Degree Research coordinator in the School of Education and chair of the School Research Committee. His educational research, although mostly focused on the interface between mathematics education and digital technologies, is trans-disciplinary and comprises over 100 conference and journal papers, books and book chapters published in Australia, the United States of America, Europe, Latin America, Africa and Southeast Asia.
Jessica Sevgin
Jessica Sevgin is a sessional academic in the School of Education at the Sydney Campus of the University of Notre Dame. She is a passionate educator who works with students, teachers, schools and community in implementing effective ways to enhance learning and teaching.
Presentation Type
Presentation
Location
Zoom session commences 10am AWST/12 noon AEST
Start Date
21-9-2022 11:37 AM
End Date
21-9-2022 11:44 AM
Connection and compassion: Enriching student learning and teaching experiences
Zoom session commences 10am AWST/12 noon AEST
This collaborative autoethnographic case study explored how six selected university courses were supplemented and supported by connection and compassion activities22 throughout to facilitate an inclusive learning environment and to enable teacher education students (TESs) to excel in their learning during a range of high velocity events (HVEs). HVEs are experienced in communities resulting from the consequences of COVID-19; ethical dilemmas; conflicts; critical incidents (eg loss, trauma, fires, floods) and restructures. Such trauma-informed education9,20 recognises and deals with the influence and impact on students and their teachers of these HVEs' factors such as health and well being1,22 and identities of self10.
At the time of this study, COVID-19 was widespread and as such many courses were either blended or fully online. Consequently, pedagogies were employed to enable TESs to not only learn remotely but to engage with their fellow students using contemporary technologies and technology-based learning materials. This study is positioned at the intersection of the Quality Teaching Framework (QTF)3,18, universal design for learning (UDL)2,4-8,11-12,17, academic identity10, professional learning14,15,21 and wellbeing1,22.
The study examined the preparedness and capabilities of five University teachers (UTs) and their TESs to teach and learn given the very real context of the COVID-19 pandemic. Data were collected from the UTs drawing on their TESs' perceptions and feedback. The timeline for data collection and analysis was from Semester 1, 2021 to Semester 2, 2022. The themes that were derived from the thematic analysis of the data included the importance of strategies14,15,16 to (a) create a sense of belonging; (b) dedicating time for getting to know students and students getting to know each other; (c) early and ongoing communication with students; (d) making connections with previous learning/content; (e) designing effective assessment tasks; (f) fostering active learning through engaging pair and group work activities; (g) ongoing explicit discussion of assignments; (h) regularly checking on students' learning progress and (i) supporting struggling learners as soon as possible.
The implications are then discussed including shifting to teaching in a blended or fully online environment19; the need to embed these skills more systematically and cohesively throughout our programs; the importance of being reflexive and maintaining strong partnerships with students, staff and schools22; building and sustaining safe and connected environments1,3,18,22 and the need for further research into connection, belonging and wellbeing1,22 of students and staff.
References
1Alves, R., et al. (2021). Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being. International Journal of Educational Research and Innovation, 15(15), 203–217.
2Ayala, E., & Christie, B. (2011). Universal design for learning: A proactive pedagogical approach. Journal of Higher Education and Lifelong Learning, 18, 121–124.
3Baik, C., et al. (2015). The first-year experience in Australian universities: findings from two decades 1994-2014. University of Melbourne/Centre for the Study of Higher Education.
4Bedrossian, L. (2019). Understand and promote the use of Universal Design for Learning in higher education. Disability Compliance for Higher Education, 23(10), 7–17.
5Burgstahler, S. (2021). Universal Design in Education: Principles and applications. DO-IT. https://www.washington.edu/doit/universal-design-education-principles-and-applications
6Burgstahler, S. (2021). Universal Design in postsecondary education: Process, principles and applications. DO-IT. https://www.washington.edu/doit/universal-design-postsecondary-education-process-principles-and-applications
7CAST. (2018). The UDL guidelines. http://udlguidelines.cast.org/
8Cumming, T.M., & Rose, M.C, (2021), Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature, Australian Educational Researcher.
9Doughty, K. (2020). Increasing trauma-Informed awareness and practice in higher education: Journal of Continuing Education in the Health Professions, 40(1), 66–68.
10Drennan, J., et al. (2017). Academic Identity in Higher Education. In: Shin, J., Teixeira, P. (Eds) Encyclopedia of International Higher Education Systems and Institutions. Springer, Dordrecht.
11Fovet, F. (2020). Universal design for learning as a tool for inclusion in the higher education classroom: Tips for the next decade of implementation. Education Journal, 9(6), 163-172.
12Garrad, T.A., & Nolan, H. (2022). Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success. Advance online publication.
13Gore. J., et al. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. Australian Educational Researcher.
14Gore, J. (2021). The quest for better teaching. Oxford Review of Education.
15Gore, J. (2020). Why isn’t this empowering? The discursive positioning of teachers in efforts to improve teaching. In A. Brown & E. Wisby (eds.) Knowledge, policy and practice: The struggle for social justice in education (pp.199-216). London, UK: UCL IOE Press.
16Gore, J.M., & Whitty, G. (2017, July 26). Improving teaching: Some lessons from Australia. International Education News. https://internationalednews.com/tag/teacher-quality/
17Lamont, C., & Nordberg, D. (2014). Becoming or unbecoming: Contested academic identities. Paper presented at the 28th Annual British Academy of Management Conference (BAM2014), Belfast, Northern Ireland.
18Collins L.A. (2017). Quality teaching in our schools. Scan 29–33.
19Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges and transformations. Student Success, 10(2), 1-11.
20United Nations Educational, Scientific and Cultural Organization (UNESCO; 2019). Policy Paper 38 Education as healing: Addressing the trauma of displacement through social and emotional learning, global education monitoring report.
21Wolpow, R., et al. (2016). The Heart of learning and teaching.
22Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools. https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf