Hello All,

My name is Dr. Beau Diehl and I am currently teaching PSY 354 Health Psychology. I have found that simply sharing personal experiences can be a multifaceted way in which to interact with my students. Specifically, one weekly concept dealt with cancer and chronic illness. I had elected to share that I lost my sister to bone cancer and how this event had impacted my life and the lives of our nuclear family. Rewardingly, other students began sharing their own personal experiences with chronic illness and the people they had lost to cancer. This openness was highly beneficial as I believe it served to: (a) diminish the solitude often associated with internet learning by adding humanistic qualities to an “online professor”, (b) encourage a sense of relatedness/solidarity amongst the students by opening a platform whereby individuals could discuss personal experiences and relate those experiences with each other as well as the course content, and (c) bolster critical thinking by allowing students to reflect on their own experiences with illness and contrast those experiences with other students as well as the course content.

Simply put: I find being open and honest to be an excellent tool. Sometimes it can be difficult to share a personal experience online, but I have to think that the students are just as hesitant as I am in that regard. Therefore, I have found that taking the first leap and really demonstrating how my personal experiences relate to the course content serves as an excellent platform for students to feel comfortable doing the same.

Thank you,

Dr. Beau Diehl

Hello Beau, I think your disclosure about your sister to your students demonstrates that no matter the title we hold, we are all vulnerable as human beings, and we all have challenges that we have faced in life. How we overcome, or perhaps just learn to live with those challenges, can be very cathartic for us to share, as well as for students to hear. As you indicated, this also sets the tone for what is okay to share in the class, and gives students a feeling of safety - something that we all need to truly learn at our optimum. 

I teach for the COE, specifically courses in special education. Indeed, there are many stories to share, and I love to focus on the successes. However, I think that sharing those moments as well where there wasn't a definite solution is very meaningful, and demonstrates to students that no one has all of the answers. I think this helps facilitate the idea that it is okay to rely on a team to help weigh concerns, and work together to find the best resolution.

Jeannine

Hi Jeanine and Beau,

At the start of a new week I like to review some of the content from the previous week . I offer a substantive interaction if they do so in an interaction below my posting.  In the process, even if they do not want to, I prepare a powerpoint reviewing the content along with different research each week showing that is a good practice.  I do the same at the end of the week for the summary.  I also offer an opportunity for reflection if the course does not automatically include that.  Sometimes during the week I talk about muddy points in their progress through the week, and offer all as classroom assessment techniques (CAT).

Hi Lora! Wow, I never thought of having the presentations to "cap" the week. I can see adding this to the announcements and the main forum discussions. While I'm sure this takes a bit of work initially, you have this resource to share for subsequent classes. I really love your request of students to reflect. For several of the classes that I taught previously, we had a journal entry section, that I don't see presented any longer as a weekly assignment piece. This was something that I really enjoyed reading from students, because often they discussed how the week's topic(s) impacted them, and how they might apply the information in their classrooms. I can definitely see adding a quick reflection piece for added opportunity for sharing and discussion. =)

Jeannine

Hello, I am teaching pathophysiology for nursing and I know that sharing from experience does lead to more in-depth conversations.  I enjoy this class because I have personally been hit by many of the disease process we discuss or I educate other on them.  I share freely and ask them to share also.  My issue is those students who do the bare minimum I always feel I am failing because I cannot seem to engage them.  Any suggestions?

Julie Dean

Hi Julie!  I know it can be disheartening when you have a student(s) who are barely making it. You start wondering if the class isn't a priority for them, or if there's something else going on that is making it difficult for them be in the class as much as they should be. For me, I will personally contact students via email, individual forums, and even phone calls. I'm never judgmental in these communication, just "touching base" and sharing my concerns and asking if there is anything that I can do to help them be more engaged. 

Usually, there has been a personal circumstance that has kept the student from being in the class as much as they should, and I've had students who thought it was too late to really do well, so they had just given up.  It is these students especially, where I encourage and share what I would like to see, so that they can pass the course with a grade they can be proud of. I can't say this has been successful in every case, but I would say most of the time I'm able to make some headway. I hope one of these suggestions helps!

Jeannine

This is such an important topic Jeannine! 

One technique that I often use in my classes is to post in the forum asking students to briefly share their experiences in their work place that are connected to the topic.  This can lead to a realistic and lively discussion that connects the course content to real world application. This works particularly well with classes that require field work.

Love this idea Mike! I've done this in personal replies to students, but think I will add this to my list of engagement techniques for everyone in a general weekly post. Just like this forum, some of the best PD is just sharing what is working in our classrooms/positions. =)

Jeannine

Hi Jeannine and Faculty.

     To me teaching is an interaction between the teacher and the learner, Thus; the impact of this interaction on learning is of primary importance rather than my activities as an instructor

. Often in discussion sessions,  I as the facilitator will do a leading introduction of the topic. Students working in groups and individual will explore the topic at a deeper level than presented during lectures. In this open atmosphere, the discussion can progress on tangents instead as a linear narrative, allowing students work on specific subtopic before moving on to the next concept of the general subject. I as the teacher simply act as the facilitator of the discussion using a Socratic type of method to guide the conversation

Hi Jeannine!  This is such an important topic for instructors to share best practices.  With experience, I've learned to take the extra time to create a safe space for sharing and questioning.  I remind students early on that this is the time to practice the high-level communication skills they will need as they advance in their careers.  I also try to post some anecdotal stories from my own career regarding the valuable lessons I have picked up along the way.  I invite students to ask me follow up questions.  Because the scenarios I present are real-life and relevant, the students are likely to invest themselves in the thread. 

Hi Reida! Indeed, I think sharing personal experiences is often the meat of our discussions with students. They want to know real-world experiences/challenges, and how these have impacted us in our careers. Sometimes, I also have veteran teachers who are taking a class for additional certification or PD, and they are also very helpful in providing these insights once the model has been set that these are okay to share. =)

Jeannine

Hi again, Beau, 

Thank you for sharing about your sister's illness as a teachable technique of personal experience. I am sorry for your sister's illness and your loss. I agree with your personal sharing with students, probably because I did the same thing in my IntroPsych class the spring before my sister transitioned. Her term, transition, was how she felt about choosing to end her life on her terms. Her progression was so rapid that she did not fit within the laws of any state, so she, her husband, my niece and I flew to Zurich. Yes, bro-in-law wealthy and he covered our expenses. I went into all of this with the students in less than 3 minutes. Because I had shared my angst and quest for clinical trials and cures for my sister with another instructor, who was told after her daughter's tragic accident that her daughter's brain would never function at a level above 3 years of age, we did this particular class together. 

My instructor friend (mom) was counseled to let her daughter go because she was brain-dead and would not survive without expensive equipment, but mom refused. Mom worked for 2 years with her daughter and her daughter is now a head librarian at a local state college. 

Because the college I adjunct with is a Methodist-sponsored school, the approach allowed students to consider differing perspectives and to critically think through the alternatives. The instruction for her English class was the same as for my psych class; think and write about your perspective. For my class, students are required to use a concept and terms from each week's chapter, summarize the research in a sentence or two, then apply to their experiences or projections into their future goals. They must use an outside source.

Discussions between students were ongoing until the end of the semester, similar to that of my now online IntroPsych class. I have incorporated the conversation into every semester since and even online discussions continue as new material touches upon student perspectives from the ALS in-class seminar. I suppose the annual Bucket Challenge and its phenomenal media coverage has helped to keep the disease on the desktop of thinking, though students bring many other diseases into the conversation, and especially cancer diagnosed in family members. 

By the way, most of my students are nursing, MD, or other healthcare profession hopefuls, and as with health psychology, learning how to maintain objectivity and not lose the compassionate sensitivity is always part of the discussion. 

Yes, you will remember me from another discussion (autocorrects) and my tendency to walk around a wide block to cross a narrow street ~ *smile* So thanks for reading my post ~ My sister asked me to share the experience in whatever way I thought might help raise awareness and compassion for all persons and all medical and mental differences. 

Oh, and yes, I also use many personal anedotes if they are relevant and bring nods of understanding, giggles, and smiles. We remember the positive and the humorous and apply those to our lives in ways we hope will help students of all ages remember as a way to navigate through their personal circumstances.

Cherri, thank you so much for sharing your honest and heartfelt experiences - definitely not only from a student engagement perspective. I can see why your students probably engage readily in class as you have shared some very personal pain regarding the loss of your sister. Allowing yourself to be vulnerable, and sharing something so personal, I think not only goes to a topic's discussion, but sets the tone that the course discussion forum is a safe place to share such life experiences. I am so profoundly sorry for the loss of your sister, and thank you for the insights you've offered.

Jeannine 

Hi, Reida Roberts! I also substitute for our local public schools when I can and the other day in a 9th grade (high school) health class where no instructions were left, I asked two questions from the students' text: When you hear the term mental illness, what do you think of, and how might you change negative perspectives and stigmas? I then described the new DSMV and how I am now in the autism spectrum (the gift of ADHD). Students perked up, hands raised, and the most interesting discussion began between the students. Examples were shared about physical appearances not related to intellect, a wish for teacher courses to understand about cognitive and physical differences, and so many personal experiences. 

My emphasis here is, I guess, that as others have shared, anectodal stories can lead to some very fine learning. Thanks for your post, always good to know that I am not alone in how I present material ~ ;->)

I am currently teaching Social Problems, and I like to give them something current from the media that pertains to our discussion topic. It sort of grounds our academic discussion with reality. There are usually several responses, and the conversations get quite active.  I especially enjoy bringing in international news so they get the reality of a global community.

________

Stories from when I was an undergraduate seems to get a lot of comments from students. It has been long enough, that it could also be considered a history lesson. : )

Nancy

Nancy, love the idea about international news and how we can engage based on a global perspective. I don't feel I've done enough of this. Occasionally, I've had an international student and naturally the conversations might progress on this level, but I'm going to add your suggestion to my list to make our discussions even more over-arching. Thank you for the insight!

Jeannine

Hello, Jeannine, 

Your response to Beau about special needs brought to mind something the high school students stated earlier this week. In their discussion of mental illness and how they might change negative perceptions and associated stigmas, a few in each of the four classes stated that the special needs classes were next door to us and they liked that they could interact with some of them. They felt that they had learned how to understand that difference does not mean something to fear or to run away from. 

History lesson ~ *laffin*

Hi Cherri, so here is the special education teacher in me coming forward - do the students from the special needs classes come to the gen ed class for inclusion of any type? Or are the high school students going to them as a mentor type of program? Just curious! =)

Jeannine

Hello Jeannine and Everyone,

I like to do what I call "Show Me". It is almost like a virtual show and tell for teachers in the online environment. I have them share a lesson, strategy, worksheet, video, etc. that they have used in their classroom that was successful, that realtes to the DQ. I know that students are engaged because at least 90% of them will respond and comment on each others' posts. I am also able to share some insights and ideas from my past teaching experiences in middle school and elementary school. The teachers love this discussion thread because they are able to "steal" ideas from fellow teachers :)

Nicole, thank you for sharing, adding this to the list! =)

Jeannine

Hello All,

     I am very excited for this forum.  I often look for opportunities to be more engaging in the classroom and increase participation.  One technique I use is to ask follow up questions and try to spark more discussion in the classroom with the follow up information provided.  Like many others I also provide information about my experiences in the field in which I work.  I teach Management 434 Human Resources.  I teach a TO course and a Non-traditional version of the course.  I do find it is sometimes more difficult to engage TO students as they are use to the classroom environment.  I try to make it as real world as possible.  

     This semester I have added research information and try and provide an engaging CAT to help students explore the topic deeper.  I am enjoying the forum and will monitor the forum for other ideas I can use to help improve engagement in my course now and future courses.  Thank you for this opportunity I appreciate it so much.

Stephanie

Hello Everyone,

I have begun the practice of praying for every student I can if I happen to speak with them over the phone. Interestingly, many of them share this experience either in the QTI, prayer, or regular discussion forum. I have been so surprised by the discussions that stem from their spontaneous willingness to speak about that element of our discussion with classmates. Also, just posting scripture in the forums or at the end of announcements has prompted important discussion and a readiness to learn. 

As I reflect on the power of prayer and scripture in the classroom, I should not have been surprised by this at all! Perhaps my surprise was not in the raw power of prayer and scripture, but in the power of spiritual activities to inspire and propel academic progress and motivation for students. Not only are our students strongly and forever impacted by our ability to support them spiritually, they are compelled to share the contagious spirit of victory that only the Lord can deliver. 

-Dr. Amanda Ziemendorf

DNP Lead

College of Nursing and Healthcare Professions

Hi Jeanine and all - 

This is a great topic for those of us teaching online classes and a reminder we need regularly. I've read some of your suggestions and I have some new things to add to my online discussions, thank you. 

I'm teaching ENT-320 Public Relations and Networking. I'm trying a new approach this term, I'm making a short video to close out the week. I have posted my "Weekly Wrap Up", with observations about how the discussion has progressed during the week, but I'm trying the new spin of putting myself out there to show that I'm a real person that cares about their learning experience. 

In addition, I always post a link to my LinkedIn profile and invite students to connect to me. 

I'm enjoying my students this semester (I think I say that every semester!), but it's so rewarding for me to read the insight, the experiences and the "hear" the desire to learn in the online environment.

Thank you for the forum, Jeanine!

Best

Kirsten

Wow Kirsten, way to put yourself out there! I definitely never thought of doing this. Will you come back to share how you think the videos went, and if you think you saw an increase in engagement? This forum will be active for the next several weeks, I would love to hear how this new approach is received. 

Jeannine

Hello all.  My name is Trisha Miller.  I teach Child and Adolescent Psychology.

I have really enjoyed reading all of the posts in this forum.  There is a supportive and encouraging feel to this discussion and I am getting some great ideas!

I am fortunate that I teach a course that naturally lends itself to deeper discussions.  Students self-disclose very personal information about their own childhood and adolescence.  Other students respond with compassion and add their own similar experience.  I have found that sharing my professional experience working as a therapist with children and teens has led to reflective discussion about subjects such as mental illness, drug and alcohol use/abuse/dependence, sexual abuse, and sexual orientation.  One of my DQ questions asks about faith development and specifically encourages the student to share where they are in their own.  I have shared about my own faith development and asked the class to identify their spiritual role models if they have had any.  I do agree with many of you that appropriate self-disclosure that is tied to the curriculum truly does help to invite deeper conversation among the students.  It also provides an opportunity to model for students qualities such as making mistakes gracefully and learning from them, self-reflection, determination, and creative problem-solving.  

Thank all of you for sharing.

Trisha Miller, PhD

Good afternoon to everyone. What great feedback and I am learning so much from each of you. Dr. Diehl ....great idea sharing your sad cancer story. I know that had to be difficult sharing and yet it does open up the discussion. I lost my husband 6 months ago and was in the middle of teaching a course. I mentioned it in the prayer forum I always include in the course announcements section. I was amaazed at how many students responded both in prayer and in DQ's discussions. One student told me in a private message that she felt safe to be open and honest in the course because of what I had shared. I think what you and I both did for these students is also to help them grow spiritually.

God bless.

Shawn Feaster Johnson

Shawn, I'm so sorry for the loss of your husband. I've lost both of  my parents recently (father 2 years ago, mom 6 months) while classes were in session, and I have to say that both the GCU professional and student communities were very supportive, and honestly demonstrated to me how much that support can mean even in an online format. Please know my thoughts and prayers are with you as well as I know you are still going through the stages of losing such a large part of your life. 

Jeannine

Hi Alexander,

I also use the Socratic method as a strategy and find that it truly opens the conversations and allows the students to think at a higher level. 

Shawn Feaster Johnson, Ed.D.

Good afternoon Dr. Ziemendorf.

EXCELLENT plan to pray for students. One time I was on the telephone with a student who was struggling because her husband was in the hospital and she was calling me to tell me she would be late with the assignment. My husband was in the hospital at the time also and in fact I was on my cell in the hospital room when she  called me.  She asked if we could pray together. We did - and it was one of the most powerful experiences I have had as an instructor. 

God bless...

Shawn Feaster Johnson, Ed.D.

Jeannine.....Thank you for sharing this forum. I look forward to continuing to read and respond. This has been very, very helpful.

God bless... Shawn Feaster Johnson, Ed.D.

My name is Felicia Van Deman and I currently teach COM 100 (introductory communication course) and I grade for public speaking. I have taught at ASU all different levels of classes.  I share in my classes that I got into the field of communication because I have autism.  I was told so many times growing up that I was "socially awkward," "backwards," "socially retarded," and other non-confidence inspiring things.  I decided I would become proficient in the field and tried all kinds of different jobs such as being a newspaper reporter, DJ on a station, doing public relations, joining social media, and faculty teaching communication.  I share this with my students.  I do this to inspire people with disabilities that they can do it and show them that with practice, all things are possible.  I also share that praying, meditation, and setting weekly communication goals changed my life.  Every Friday I have the students write down their communication goal for the weekend and we share them on Monday.  This has been extraordinary this year, and we are only into the 3rd week! 

Felicia, thank you for sharing your strength, and I'm sure stories of overcoming challenges, to be where you are currently. I know I find you inspirational, and truly representative of where students/individuals can go when given the right supports. 

Jeannine

Linda Loring, thank you! That is a great idea ~ do you add voice with the slides? I shall try that versus my weekly Class Notes that I know are not read by many *sigh* Again, thank you! 

EDIT: Linda, I am doing this now for the week! I have used PPTs for welcome, but never thought of this! I am so psyched! *lol* Most of my online students are either in Florida or rural South GA, the college campus is closed, and this is a GREAT idea for them to use their phones to see and hear the videos, voices, and links to easily retrievable learning sites. Wow, thanks again, Jeannine!

Amanda,

I like the emphasis on Scripture and prayer. I always wonder how much of this aspect is included by other professors. While I include Scripture and a devotional thought with my weekly announcements, I also try to accomplish this through questioning. One course I teach on classroom management ventures into the topic of morality. I take that as an opportunity to question students on how they decide what is moral and immoral. This leads to the importance of an objective system of right and wrong which of course is a foundational aspect of the Christian worldview. 

Michael 

Michael, I am strong on including spiritual emphasis in my education courses I teach. I have a prayer forum and always start the course with me sharing a prayer for us all. And then weekly I do a continued prayer for all of us. In addition, I use a daily Bible video and verse post that students can choose to see each day. I think including the spiritual part of our content is vital to helping the "whole" student grow and learn in my courses. 

God bless...

Shawn

Hello Michael,

I teach Graduate Education classes. I post a weekly prayer forum in the Main forum.  In the Prayer forum each week, I post a different scripture and I have students relate it to their classrooms. They seem to like a it as I have had much success with responses here. 

Nicole

I so love where this forum has gone! Thank you so much everyone for sharing your successes, challenges, and experiences. I know several of us have indicated we are already going to add some approaches to our own lists for engaging students. I would love for everyone to share how these new approaches are going, and if you've found anything else to be successful. This forum will be active for the next several weeks, so I look forward to hearing more from each of you. 

Jeannine

Michael, I will cut and paste it here for you and feel free to use it. I originally got it from someone in a discussion forum similar to what we are doing here and have been using it for 2 years. Students love it. See below for the information. Shawn

http://virtualmarketingprofessor.com/VBAQ29/

Hold the ctrl tab and click at the same time and it will open for you. If it opens to a red circle with a minus sign, click it anyway and it will open for you

Nicole, I tried the "Show Me" discussion question this week, and though I didn't have a lot of responses, those that I did have were very rich and thoughtful. Additionally, the students who posted responses to my initial question, took time to review other peers' suggestions/resources. There were many great responses between peers as well regarding the resources.  I'm hoping as time goes on (and perhaps adding a notification in the announcements about what this DQ forum is) there will be an increase in participation. Thank you again for sharing this technique, I really see the value and application possibilities. =)

Jeannine,

I am so happy you tried it!! I should have mentioned that it took me a few times to engage students when I first posted it. I posted it, with different "Show Me" versions, in the same class and students finally picked up on it.

I am teaching an introductory communication course and we discuss the current theories and methodologies in communication research and look at where possible innovative research including our doctrinal statement might benefit our area of study.  We look at how theories and methodologies might be improved by infusing them with God.   I would like to see more discussion on scholarships and fellowships on scholars who are doing innovative research that other schools are not doing, such as infusing our theories and methodologies with our university doctrine.  

We have weekly communication goals that we discuss on Friday and on Monday we see how we did.  That works great.  The goals must be tied to the current communication topics and/or getting closer to God.  This has been great this semester.  The students seem to really like it!

Felicia Van Deman