“‘Thank you’ is the best prayer that anyone could say.” – Alice Walker

November ushers in a time of intentional gratitude and signals that we pause and reflect over all that we can be grateful for right now. In my reflection, I always give thanks for those who taught me the importance of a genuine “thank you” – my father, mother, and grandmother. Each lesson built on each other: my father’s constant reminders to say, “thank you,” followed by my grandmother’s echoes/questions of if I had said, “thank you,” then my mother’s reinforcing requests to write those thank yous down in meaningful ways. All of this has helped me become a person who tries to never miss an opportunity to say, “thank you.”

For this month’s post, I gave some Belmont students an opportunity to say “thank you” to Belmont faculty. We know that students are grateful for the work we do, but these thank yous serve as tangible reminders that they see us and our work and, in these challenging times, are thinking of us in gratitude. As our lives, at work and beyond, become busier this time of year, I hope we can pause and let these thank you notes fill us with the love with which the students wrote them.

Thank You Notes from Belmont Students

Thank you to the professors of Belmont. I feel like I am always learning new information every time I go to class. They are always available for me to ask questions when I cannot understand the material or when I need help. I feel very lucky to be a part of this institution.

Thank you for your guidance and kindness throughout the semester!

 Andrea Poynter – Thank you for always being upbeat and inclusive in class. Your class is a highlight of the week. Even though it is a longer class, you make the time fly and spread everything out, so it doesn’t feel super long.

 Thank you, Dr. Wayne Barnard, for being a great professor throughout the semester. The semester has been crazy because of online classes and lab cancellations, but we know you did your best.

 The professors at Belmont are some of the most genuine people I’ve met! They all truly care about our well-being, both in and outside of the classroom, and do all they can to ensure it.

 Thank you for all you do for us and always being there to help us in any way we need.

 I would like to thank Professor Jay Gilmore for his commitment to caring for his students, both in and outside the classroom. Professor Gilmore always checks in on his students whenever we miss a class, asks us about our weekend plans every Friday, and always stops to say hello when he sees one of his students around campus. I have been very privileged to be one of his students this semester!

 I thank all of the professors that I have had this semester, because they have helped me to think critically in the world. As a college student the classes I am taking have helped me be aware of everything around me.

 I really appreciate the transition from online to in-person. I know some things are more efficient and convenient online, but thank you for understanding and believing in the importance of human interaction. I couldn’t do another year like last year. Thank you for making a difference.

 Thank you, Professor Shaw, for being one of the best teachers I’ve ever had!! I appreciate you for treating us like adults and trusting us enough to have deep conversations without shying away from important topics. You created a wonderful class environment where we all really respect each other and we’re not afraid to offer up our opinion. I’ve learned so much about how to critically but respectfully listen to information and other people’s viewpoints, and how my own experiences affect my way of looking at the world. I also just really appreciate how kind you always are and understanding of our struggles as students/young adults. I always feel respected and seen in your class. I’m going to use the things I learned for the rest of my life and I’m endlessly grateful for the time and effort you put into making this class as helpful and meaningful as it was. You’re amazing!!! Thank you!!!

 Thank you to Dr. Stepnick for being a wonderful teacher and kind person! Your passion for sociology is contagious, and it makes class even more engaging. I always appreciate how collaborative class is and how you encourage us to share our ideas without being afraid of making mistakes. I also really appreciate how much you clearly care about us and how understanding you are, always making sure we’re not too stressed out or struggling with anything. I feel very supported and encouraged in your class, and I just want you to know how appreciated your kindness is by all of us. Thank you for making sociology my favorite subject!! You rock!! 🙂

Thanks for all the work you do. Last year was rough and everyone is still adjusting. You have been patient with us, and we can’t thank you enough for it.

 Thank you to the songwriting professors for being so kind and helpful!

 Dr. MarQo Patton, thank you for seeing potential in me and your other students. You have a love for others that is so drastically underrated! Your style, expertise and humor are second to none! May you stumble upon many blessings and opportunities in the future!

Many thanks to the students who took the time to pause, reflect, and say, “thank you!”

As teachers, we need to be intentional about our course design and activities because they impact how we engage students and recognize their diverse identities and experiences. While it can be challenging to identify ways to show a commitment to diversity, equity, and inclusion, checking in with colleagues and discussing their approaches is helpful. The Teaching Center’s workshop, Incorporating Inclusive Elements for Our Courses, Classrooms, and Labs, featured our colleagues Dr. Paula Roberts, Dr. Gideon Park, and Dr. Jimmy Davis who offered insights we can all use in our courses, classrooms, and labs.

Learn students’ names – A student’s name can be the first part of their identity and individuality that we encounter. By investing time in learning our students’ names, we signal that we see them and are committed to creating a community where all students are valued and recognized. If you find learning names challenging, consider the following:

• Use name tents and have students place them in front of them for the first few class meetings or until no longer needed.
• Have students complete profiles that include more specific information about them and their interests.
• With their permission, have students upload a photo on Blackboard.

Acknowledge your personal identity – Ignoring our own identities may signal to our students that we do not have a strong commitment to diversity, equity, and inclusion practices. By acknowledging that you are part of, for example, majority and historically valued groups, you can help contextualize and acknowledge certain perspectives and ideologies in honest and transparent ways that can help both teachers and students navigate the emotions and reactions that come with learning.

Incorporate relevant readings/studies/assignments connected to your field of study – While this is often seen as the low-hanging fruit of DEI strategies, it is one not to be underestimated. Every field has opportunities to explore diverse scholarship, studies, and conversations. Some students may not see the impact their biases and limited knowledge can have on their field, but through assignments, readings, and activities, they can have the opportunity to engage with the possibilities of understanding diversity, equity, and inclusion in their field.

Syllabus statement – Students often encounter our syllabi before they even begin the course, so it is an important opportunity to include a diversity, equity, and inclusion statement to establish your commitment to it for the course. There are plenty of options for how to incorporate this, but here is an example from my syllabus:

In this class, people of all abilities, ages, ethnicities, genders and gender identities, religions, sexual orientations, socioeconomic backgrounds, regions, nationalities, and other categories of difference have a space to learn and share their perspectives. If you do not feel included, please speak with me as soon as possible to discuss this and important resources.

Influence our professional organizations – The need for diversity, equity, and inclusion strategies stems from larger systemic concerns likely found in the professional organizations that set standards and practices that influence our campus cultures and courses. The trickle-down effect easily finds itself in how we design and implement learning practices. Our involvement in these organizations can help shift the professional standards. Whether publishing in the field’s journals or working in leadership positions, we can help our professional organizations grow to reflect a more dedicated mission to be diverse, equitable, and inclusive.

Our conversation during this workshop included other ways to incorporate inclusive elements, so continue to explore ways that work best for your course and students. If you have inclusive elements you would like to share on the blog, contact me, and it may be featured soon.

As the pandemic continues, its lasting impact on our pedagogy is evident in how our shift included unexpected silver linings. Our first Teaching Center luncheon explored what colleagues learned about their pedagogy and how they decided to stick with those techniques/activities that may have started as temporary. Here are a few highlights from the luncheon:

Group Office Hours

Choose a time when students can stop by in groups on Zoom and ask questions. This gives them an opportunity to hear and learn from each other’s questions and get important information and insight from the professor.

Blackboard Announcements

This feature gives students and professors a space where information can be gathered and shared. With so much going on, everyone knows there is one place where they can find what they need. Students also receive an email when announcements are posted for the extra communication option.

Learning Triads

Building community is more challenging as we are mindful of physical distancing and its impact on our health and safety. Helping students create triads or assigning triads helps students create community that can be used for peer review or peer check-ins. Whether participating online or in-person, students create connections with another peer they can contact about the course.

Inclusion Resources

This pandemic has been not only about our public health but also about our society’s systemic ailments. Creating resource packets with intention can help you highlight resources and knowledge that contributors of undervalued groups – e.g., Asian American and Pacific Islander, Black/African-American, women – add to the access students have to various perspectives and expertise in the course.

Flexibility

March 2020 revealed the importance of flexibility, and the lessons learned show that flexibility is a requirement in this enduring pandemic. When availabilities shift and guidelines change, it impacts our pedagogy.

These shifts proved to be integral beyond the earliest parts of the pandemic. While we are still learning and teaching in this pandemic, we are learning more about ourselves, our pedagogy, and our students’ engagement. As we adjust with new and different techniques, may we have moments, as our colleagues at this luncheon shared, where we can find ways to create a new normal in an ever-changing academic experience. Many thanks to our colleagues who shared their experiences and techniques!

If you’re interested in taking this opportunity to publish about your pandemic experience with teaching, check out this post from The Scholarly Teacher.

Have a pedagogical shift that you would like to share? Email it to Heather Finch – heather.finch@belmont.edu . We might feature it in a future blog post.