Equitable Teaching Practices: Social Presence - Thomas Magrinat Testimonal
In the psychology courses I teach online, I try to use multiple methods to reach out to students. A group email with a warm tone that introduces each weekly lesson can be used to proactively clear up common trouble spots with the assignment and put students at ease regarding the work ahead. Inserting accessible homemade video clips into the right spots can also provide a more personal touch than solely using written instructions. Due to the high number of students, providing personalized feedback on student work can be a challenge, but it is well worth the effort. First, I try to craft written assignments that are meaningful by asking them to connect the material we study to their everyday lives. After all, if the assignment itself is not meaningful to the student, then it may not elicit a response that can lead to building a connection between us. When grading I stay efficient by using general comments when assessing their comprehension of course content, but the end of each assignment involves a personal reflection on their part. It is here where I slow down and take some time. Acknowledging an experience, feeling, or opinion that a student has shared and responding with my own perspective demonstrates that I recognize their individuality and appreciate their unique contribution.
A certain level of anonymity is inevitable in remote learning, but the more students feel seen in this way, the more likely they are to embrace the course and find success.
