Teaching from a place of respect,
equity, and compassion
In light of recent world events, I want to assure our community that the resources coming from the Centre for Teaching and Learning will always come from a place of respect, equity, and compassion. We are committed to helping UBC educators create welcoming and supportive environments for every learner, regardless of religious belief, sexual orientation, gender identity, ability, or racial or ethnic background.
Discussions about society absolutely have a place in our classrooms, in any and all disciplines. UBC educators and students must be able to have critical, scholarly discussions about hatred, racism, oppression, colonialization, and more. These are not easy conversations for educators to initiate or moderate, and the CTL is ready to share our resources and seek out other support if necessary.
We are proud to be part of this teaching and learning community. We are grateful for the opportunity to contribute.
Peter Newbury, Ph.D.
Director, Centre for Teaching and Learning
Sr Advisor, Learning Initiatives
Notes about how and why I wrote it:
This is most definitely not the first draft. Or the second. Or the third. The first version was much longer. My boss, the Provost and VP Academic at UBC Okanagan, Cynthia Mathieson, sent back a “less is more” revision. Remarkably, but not surprisingly, all the phrases and sentences I’d struggled the most to write were removed. The ones I wrote easily and with conviction are still here. Imagine that, huh?
Several other statements have come from UBC this week, like this and this from UBC President Santa Ono and another from UBC Okanagan Deputy Vice Chancellor, Deborah Buszard. They mention respect, diversity, and inclusion and share the concerns of my campus and my institution. I felt it was important to include compassion, too, because every instructor I know cares about the success of their students.
Revisions flipped back and forth between “These are not easy conversations…” and “These may not be easy conversations…” In my experience observing other instructors, and definitely in my own classroom, these are not easy conversations to initiate and moderate. I’ve been fortunate to see some excellent class-wide discussions about racism and I can tell you, that instructor (I’m looking at you, Simeon) worked hard to design that lesson and worked hard to facilitate the discussion. He made it look easy and natural – that’s one of the reasons students genuinely and thoughtfully engaged. So, I advocated for the bolder statement – “these are hard” – and the Provost respected it. (I’m very grateful for the trust she puts in me.)
It was important that my name appear at the bottom of the statement. The newsletter comes from my centre so ultimately, everything has my name under it eventually. I wanted it to be explicit, though, so people know this is what I stand for. And to let the campus know this is what they can expect from everyone of the people in my centre. I also want to let the people in my centre know this my expectation for them and that I’ll support them if someone questions their motivation for the support they provide.
I deliberately added “ability” to the “regardless of religious belief, sexual orientation, gender identity, or racial or ethnic background” phrase often found in statements like this. Students and educators with different abilities need the same respect, equity, and compassion when it comes to teaching and learning.
Oh, and the Oxford comma. It’s now part of my style guide. I use it in emails, documents, and blog posts. Having declared to myself that it’s what I do, I no longer pause at the end of a list, wondering if this is or isn’t a place where I could or couldn’t, should or shouldn’t, add a comma. Saves me a tiny bit of cognitive load I can use elsewhere.
Outcomes and feedback
I’ll let you know what I hear as more and more people open their email…
No, no, not the first conference I attended. The first conference I’ve organized. I’m really enjoying the opportunity (try to) do all the things I’ve said about conferences that started with, “If this was my conference, I’d…”
The 13th annual learning conference explores how we can design, assess, and facilitate learning that engages every learner, allowing each student to build their own knowledge and contribute their own strengths to their learning and the learning of their classmates and instructors.
Here are some of the features and events I’ve decided on, very often with input from my more experienced colleagues:
Theme: Engaging Every Learner
The conference theme has been cycling through pedagogy, student experience, and education research. It was time for a pedagogy theme again so I picked something I think will have lots of entry points: the whole backward design process, diversity of students, critical pedagogy, #edtech. I’m still wondering if this theme is too wide? too narrow? Will people have things to propose for sessions? Is it interesting enough that people will attend? All the questions. We’ll see in 3 months, I guess.
Names and name tags
I’m ensuring name fields on the proposal form and registration form that ask people how they want their name to appear in the program and on their name tag. Which can be different than the name on the paper or poster. And I’m giving people space to write special instructions about their names in case there are accents or special characters that a typical web browser form doesn’t recognize. (Thanks, Aimée Morrison @digiwonk for telling me how much she hates having to draw in the accent on her name tag. Every. Single. Time.)
Yes, this means there may be name tags that have to be created “by hand” rather than pouring the registration database into the labeling program. That will take time for my organizing committee colleagues. But how can I advocate for engaging every learner if I can’t afford the effort to get each conference attendee’s name correct?
Twitter handles on name tags
I’m tired of writing my twitter handle @polarisdotca and crappily drawing a Twitter bird on my name tag. Every. Single. Time. So the registration form asks people to give their Twitter handle if they want it to appear on their name tag. Yes, it means creating some name tags with the Twitter stuff and some without. Again, how can I not ensure each learner is welcome and supported?
Keynote speaker: Sarah Eddy
The landmark 2014 active learning meta-analysis by Freeman et al. provides, once and for all, the evidence that effective active learning helps students learn. (Aatish Bhatia wrote an excellent summary.) I know the analysis comes from the science, technology, engineering, and math (STEM) disciplines because that’s where the data exist, not because that’s the only place active learning exists successfully. Sarah is one of the “et al.” on the Freeman paper and her “Getting under the hood” paper with Kelly Hogan is one of my favorites. Their paper shows that the structure instructors provide, in the design and delivery of the course, is critical. It’s not about content knowledge (“chemistry”). It’s not even about pedagogical content knowledge (“how people learn chemistry”). It’s about teaching and learning. And that’s why I’m so thrilled Sarah agreed to give the conference keynote, “End of Lecture? Active learning increases student achievement.” Yeah, and I got to ask her!
This is the 13th annual conference and my colleagues here at UBCO have running this conference down to a fine art. Need this done? Here. Need that done? Yep, no problem. It’s so smooth, sometimes people don’t notice what just happened. I’ve got fresh eyes, though, and I’m forcing myself (and my patient and generous colleagues) to critique “That’s The Way We’ve Always Done It.” I’m looking forward to sharing some new practices and events with the campus and conference attendees. Like
a Programming Committee to review and select proposals
a poster session
wine and cheese reception at the end of the first day, in the same time and place as the poster session
charging a conference fee
conference hashtag #everylearner17
Students and the Conference Registration Fee
I was having trouble thinking something through so, like I often do, I turned to my personal learning network on Twitter:
I don’t want registration fee to hinder students from attending and/or presenting at our teaching & learning conf #everylearner17 /2
I’ve been in my new job for 5 months – Director of the Centre for Teaching and Learning and Senior Advisor for Learning Initiatives at UBC Okanagan. Like everyone new to a campus, I’m learning how things work, who does what, where things are, and that will continue. What’s entirely new for me is being a leader and manager.
Biggest part of my new job is learning about leadership and management, like leadership and management are different. And the same.
I’m participating in a great leadership and management training program. I’m learning a lot about different leadership styles. Our new university president, Santa Ono, describes himself as a “servant leader” and he’s been doing an amazing job making himself visible and available, responding to people, and using his position to recognize the success of the people around him, especially on Twitter as @ubcprez.
I’ve been developing a different approach. I certainly didn’t invent it but I like to think it comes from my uncommon trajectory of moving into leadership after an intense experiences teaching in an evidence-based, active, flipped classroom. Flipped learning is an approach to teaching that recognizes the incredible value of students working together to solve, analyze, explore, critique, invent,…and that time together in class is precious. In flipped learning, the instructor guides students through a set of tasks to be completed before class – learning background information, examining graphs/diagrams/artifacts/simulations that will be used in class, practicing techniques and skills on introductory problems, recognizing their own relevant strengths and experiences – all things students are entirely capable of doing successfully on their own. In class, the lesson can immediately dive into collaborative, conceptually-challenging discussions and other activities without wasting any time with the transfer from instructor to students of information available elsewhere.
Many of my colleagues are using this flipped learning approach in their first- and second-year undergraduate classes. I highlight “undergraduate” to emphasize the vast difference between the novice students and expert instructor. As hard as instructors try to create opportunities for their students to contribute, the flow of information and expertise is mostly in one direction. “Well, of course,” you’re thinking. “That’s what teaching is about.” And it describes the teaching I did before moving San Diego in 2012.
At UC San Diego, I had the privilege of teaching a course about teaching and learning to graduate students and postdocs. My first attempts followed the expert-teaches-novices approach. Over the 4 years I taught the course, I learned to recognize and then leverage the incredible knowledge, skills, and experience these graduate students and postdocs brought to our classroom. I learned to create opportunities for them to contribute their strengths to our learning community. They learned from each other. They learned from me. I learned from them. They brought skills, knowledge, and experiences to our classroom that I’d never heard of. A big part of “creating opportunities” was flipping the learning so the students had time before class to gather information and recognize their own expertise.
Here’s the thing: those graduate students and postdocs had knowledge that I needed, that we needed, and our class provided me with an way to draw it out of them.
That realization – they have knowledge that I need – is the foundation of my nascent model of flipped leadership. Let me give you a couple of examples so I can help myself remember what happened:
Designing a 400-Seat Classroom
There’s a new building going up here, an expansion of the Library to include many more informal learning spaces for students to gather and work together. There will also be a formal learning space: a 400-seat classroom, the largest on campus. I’m in the group tasked with designing the classroom – it’s really exciting and I can’t wait to see (and assess) the learning that happens in that room. One of my tasks was gathering feedback on the preliminary design from a group of faculty members chosen by the Provost and Deans because of their experience and expertise around teaching large classes. Ten faculty, me, the team of architects, and some IT and A/V folks would meet for 90 minutes.
Here’s what I could have done. I could have brought the faculty together and unveiled the classroom design right before their eyes, getting them excited and inspired about what could happen in that room.
But this isn’t about inspiration – they’re dedicated instructors who have already committed to giving feedback about the new classroom. I needed their thoughtful analysis of the design, not their buy-in to the project. So I flipped the meeting. With input from others in the working group, I created a PPT presentation containing the plans for the classroom. To help them prepare for the meeting, I explicitly pointed out the features we designed into the classroom to support collaboration – features they may have missed because they were unfamiliar with how to read the architectural plan or because of the overwhelming amount of information in the plan. I primed them with a few questions, too, like,
What kind of teaching do you envision happening here?
The large size of the room means it would be difficult for students to read the whiteboards at the front of the classroom. How important is it to have whiteboards?
I didn’t show this presentation at the meeting. Instead, I sent it out as a PDF a few days before we met. I used that email to inspire and excite them to come to the meeting.
At the meeting, my educator skills kicked in hard. I moved around the boardroom tables so we could all see eye-to-eye. I made 11 x 17 handouts of the architectural plan so everyone had something to examine and annotate. I did not start with a presentation that showed them things they already knew. After introductions – it’s important to know who’s in the room, why they’re there, and what expertise they bring – we dove straight into the discussion. I used all of my facilitation and learning community skills: calling everyone by name, constantly watching for body language when someone signals they have something to add, keeping a speaker’s list so the loudest people don’t dominate. I even tossed in “turn to your neighbour and talk about XYZ for a few minutes.” It was exhausting.
Part way through that meeting, I had a revelation that I’m sure I’ll carry with me for a long time. With this position and title of Senior Advisor for Learning Initiatives, I’ve been granted a bit of authority by my colleagues. With this privilege, they gather together when I call, they come prepared, and they allow me to facilitate the conversation. I’m a little overwhelmed, and definitely honoured, by the trust they put in me that this time together will be valuable and productive.
By the end of the meeting, we’d identified some important characteristics of the classroom and they were excited about the space. The lead architect confided later that she’d never been in a meeting with faculty as successful as this one.
Meeting with the Deans Council
Like many Centers for Teaching and Learning, we run workshops about teaching and learning…and no one comes. It’s apparent that faculty members do not find attending these “one and done” events a valuable use of their precious time. I get it.
I’m working on a series (a campaign?) of events to better support teaching and learning. I’ll save the details for another post. In order to make these events valuable in the eyes of the participants, I need support and promotion from the Deans of each Faculty. I was added to the agenda of the monthly meeting of the Deans Council. The Provost (my boss) who chairs the meeting suggested I write something about my presentation that she’d send out before the meeting.
So here are my options: I write a short email to tell them I have something really exciting to share at the meeting. I carefully craft (and maybe rehearse) a pitch, following well-known symptom-problem-solution or past-present-future arguments. When it’s my turn to talk, I pitch the idea and get their feedback.
I carefully craft a long email, using symptom-problem-solution or past-present-future arguments, laying out all the details of my proposed plan, and ending with, “I really need your input on how we pitch this to the community. I look forward to hearing your ideas.” They read the email before the meeting. When it’s my turn to talk, I say, “Well, what you think?”
No surprise here: I went with the second option. I spoiled the engagement and/or excitement of hearing my pitch. Instead, I gave them all the information and time to think so they could ask probing questions and contribute thoughtful feedback to our discussion.
[Update January 17, 2017:] I was the last item on the agenda of a 3-hour meeting so between the earlier items running long and people needing to get to their next meeting, I only had about 15 minutes with the Deans Council. I gave a very brief overview of my pitch, highlighting the underlying problem that needs a solution. The conversation immediately went to that deeper, more fundamental topic – as I’d hoped. It ended with one Dean saying (as best as I can remember), “It’s going to take more than 15 minutes to discuss the enculturation of the value of teaching and learning on this campus.” And they invited me back to the next meeting. Two weeks later, wary of wasting the precious time I had with them, I hit them right away with my request for some guidance. One by one, they offered advice specific to their Faculty. I left with the information I needed for the next step of my project. Mission accomplished.
They have what I need
You see, whether I’m “managing up” to the Deans, “managing down” to the team in my centre, or collaborating with peers, the audience has knowledge, skills, and experience that I need. My job is to draw it out of them so I can work with it myself or so I can empower them to contribute their strengths to the project. That’s the kind of flipped leadership I’m trying to practice. And practice.
It’s remarkably similar to how I strive to teach. So I guess I was wrong, 1600 words ago, when I said being a leader and manager is entirely new for me.
Am I concerned the people in those meetings, and future meetings, will read this and recognize how I operate? Nope, not at all. Just like in the classroom, transparency is critical for engagement and contribution. You can’t just tell students how to do something, especially something unexpected. You have to tell them why they’re doing it, too. I have no problem following the same principle in my leadership.
I’m excited to add a new category, flipped leadership, to this blog and hashtag #flippedleadership to my Twitter feed. I’m looking forward to using these spaces to reflect on and share this entirely new trajectory in my career. And to hearing from you about your leadership and management experiences and approaches.