by Woodrós Wolford

Do you remember middle school? Was it a stressful time, or a pleasant one? I’ve met folks with a whole range of answers to that question, including many of my former students! That’s because I worked for seven years as a middle school teacher, and middle school can be a difficult time for developing humans. When I ran into issues of compassion fatigue (and I ran into that wall hard in 2016!), I started a learning journey around what’s happening in the brain and body when we have a stress response. From the beginning, I was curious about managing stress responses for myself personally, to be a better teacher, and for the students I served who were navigating a sea of hormones and brain shifts.

I collected oodles of resources and strategies, but I felt like I was swimming upstream when I tried to implement them. It’s hard to remember strategies when I need them most given how stress works in the brain!

Given that puzzle, I tried a new approach last spring. Before entering a consistently challenging part of the term, I took a session with my mental health coach to brainstorm a self-care “menu” and create a visual reminder I was more likely to notice during a stressful workday. While on the phone with my coach, I grabbed markers, a half-sheet of paper, and talked through my list as I wrote and drew my self-care menu. I knew the bright colors and little drawings would catch my attention and that finishing creating the menu during the call ensured it would happen. I even taped it on the window while on that call!

This year, in my role as the Academic Coaching Coordinator, I wanted to do something similar and give space and time for myself and for the amazing student-staff on the coaching team to create our own self-care menus for work.

After we brainstormed grounding practices that already worked for each of us (and I’m sure you’d know the sorts of activities that vibe for you, if you want to make your own), we sorted them along a continuum based on three areas:

1. Things we can’t do at work because they take too much time, effort, or specific supplies
2. Things that we can do here, between or before meetings
3. Things we can do during a meeting

For our workplace self-care menus, we focused on categories two and three. We took the collectively created list as a starting point (a version of which is offered below) and personalized it to make it more specific and add new ideas.

It was trickiest to come up with what we could do while in a work meeting, such as:

• breathing
• drinking water or tea
• playing with a fidget
• noticing the support of a surface the body is resting on
• scanning for three things of the same color
• checking in with all five senses
• subtly smelling a grounding scent
• leaving to use the bathroom or get something

For “before or between meetings,” we had more ideas, with varying levels of difficulty. Some of those were:

• Journaling
• Engaging in mindfulness…meditation…time to just exist
• Tending to our physical environment (watering a plant, tidying)
• Touching something that’s warm or cool, like a hot beverage or cold water
• Going outside
• Moving! (stretching, dancing, etc.)
• Releasing energy with loud sounds
• Listening to music
• Connecting to someone comforting
• Visiting the MindSpa
• Lying down
• Looking at “50 Ways to Take a Break” or another break resource from the Learning Corner

If you’re in a moment where you want to “level up” your self-care systems, I hope these ideas inspire your own list based on what you know works for you, along with some sort of visual or other reminder that fits for you.

And, if you want to chat, my door, Teams, and email inbox are always open to ideas and invitations around this topic.

Warmly, and with wishes for wellness,

Woodrós

by Christopher Ervin

When I learned I would be a graduate teaching assistant during the second year of my MA program, I began observing my course professors, often noting strategies to emulate but sometimes practices to guard against. I don’t remember exactly what I observed, but I suspect a kindly literature professor reading directly from lecture notes landed on the “don’t” list. And seeing the impact of our facilitator calling on us by name and asking prompting, open questions, found its way to the “do this” list. Those early memories of learning how to teach from their examples have faded, but I absolutely know that talking to them about their teaching was not part of my process. I never scheduled any formal observations or requested follow-up conversations with my professors about why they were doing the things I observed. So, rather than hearing from them about their teaching, I took from those observations my own interpretations of their teaching styles, which I then placed within the context of what I anticipated my approach would be.

In the years since, I’ve had the opportunity to observe hundreds of graduate teaching assistants, writing consultants, peers, and mentors in both formal and informal contexts. I’ve also been observed (formally) dozens of times as a teacher and facilitator. In all my experiences observing and being observed, I’ve found the conversations, before and after, to be the cornerstone of a successful observation experience.

The Conversation Before

The conversation before an observation might be brief, but it’s no less important than the follow-up. The conversation preceding the observation serves several purposes, but overall, the first conversation, combined with the follow-up, wraps the observation in what I hope is a positive and caring interaction.

I have four goals for those initial conversations. First, I hope to learn what the person I’m observing would like me to focus my attention on during the observation. Organization of material? Clarity of explanation? Facilitation of group discussion? Interaction with participants, or interaction between participants? I lead the initial conversation with this goal-setting process, which also helps to empower and center the person I’m observing, and to dismantle some of the power dynamic inherent in an observation.

Second, I want to be sure the person I’m observing understands my process. Since I take copious notes, I want them to know that in advance. This is also when I tell them whether I’ll be taking notes on a laptop or tablet because I hope to avoid the impression that I am disengaged or multitasking. (It’s also when I invite them to share their preference with me—if they prefer I take handwritten notes, they can tell me then.) I also share the evaluation form/rubric if I’ll be using one (for evaluative observations, there’s usually some kind of university/department-mandated form).

Additionally, I hope the person I’m observing leaves the initial meeting knowing how the observation is going to be used. In some contexts, it’s clear (tenure file, for example). Elsewhere, the person being observed might know only that they’re being required to have an observation of their class/meeting, etc.—for example, when I observe faculty/staff I supervise as part of the evaluation process. In that case, they might not be sure who will have access to that observation report (if there is a formal report), how it might be used, and where it will “live” after the observation. Likewise, I ask them how they plan to use the report I share with them (teaching portfolio, for example) so that I have an opportunity to write a report that works for their purposes.

Finally, I do my best to be sure we both leave the meeting feeling excited—or at least not anxious—about the upcoming observation. Some of us dread being observed, and that anxiety can shape the class, meeting, etc. Strategically nudging the power balance back toward the person I’m observing—to the degree that such a shift can happen—by centering their goals and self-identified growth areas goes a long way to help them anticipate a productive and valuable experience.  In the end, I hope the initial conversation clears away some of the anxiety and sets the person I’m observing up for a really successful class, meeting, etc.

The Follow-Up Conversation

The follow-up conversation is typically what one might think of in the context of an observation. My approach is to reserve most of the time during the conversation for the person I’ve observed, giving them space to make meaning for themselves while I act as a sounding board for that meaning-making. As with the conversation before the observation, I enter the follow-up with a few specific goals.

First, I want to share what I noticed based on their self-identified goals. If they asked me to pay attention to how their students were interacting, I’ll have drawn a discussion map that shows who was speaking, and to whom, and how often. If they wanted me to focus my attention on a new approach to small-group work, I will have taken copious notes based on what I hear and see in the small groups. I consider this part a reflecting-back process, like I am a mirror they’ve been able to hold up to their teaching.

Second, I always offer genuine, specific praise and validation and talk about why I felt a particular approach or activity worked well. The value of praise can’t be understated. It not only confirms for the person being observed what they hope is working well, but it also often identifies for them approaches or strategies they might not have noticed about themselves.

Third, I hope to contribute some interpretation or additional meaning making about the class, meeting, etc. Non-judgmental question-asking serves as the cornerstone of this part of the follow-up conversation, but direct observations and notes are interspersed. If the initial conversation served its purpose, my direct observations during the follow-up should land well.

Ultimately, the conversation will be shaped by the relationship I have with the person being observed—if I am their supervisor, we might find opportunity to talk through a couple of specific approaches or behaviors that don’t align with the expectations of the position. If I am not their supervisor, we might focus primarily on formative types of evaluative suggestions, like when a faculty member is interested in hearing my perspective about how their discussion prompts landed with their students.

Remembering that Observations Enact Actual and Perceived Power Dynamics

Even with the most productive of conversations before and after the observation, I remain keenly aware that an existing power structure determines who is observed, who gets to observe, why they observe, in what context someone is observed, and what implications might arise from the observation. The fact that a faculty member or staff might invite a colleague or supervisor to observe them doesn’t erase the power dynamic between those individuals. Imagine the scenario in which a department head is applying for promotion to full professor and needs to be observed by faculty they supervise—just one example of how complex the power dynamic can become when we are invited to make formally observe others.

by Clare Creighton

In April 2020, a small team of folks from Student Affairs and Academic Affairs designed and administered a survey to undergraduate, Corvallis-campus based students to better understand the student experience during the transition to remote learning. Since then, this team has conducted four additional surveys to gain insights into students’ experiences and perspectives.

In late October 2022, we initiated the fifth survey in this series and received responses from 2600 students. We will be releasing the full findings within the next few weeks, but I wanted to pull out a few key points that piqued my curiosity on the broader question: “What should communication look like between students and OSU?” Fortunately for all involved, I’m not the one answering this question. In fact, the Constituent Relationship Management (CRM) team is engaging in that work right now, and that group will review the responses on a few questions they helped design. For the scope of this blog, I want to highlight some areas of curiosity that came up relative to that theme of communicating with students:

1. I coded the question “What support do you think you most need so you can be successful this year at OSU?” – the top two themes were financial support and academic resources, but many students used that space to give feedback on a specific course or instructor. The survey isn’t designed for local feedback of that sort, so I interpret this to mean we have a gap in our communication structure. How do we empower students to talk to their instructors? And, when needed (although rare), what mechanisms are in place for students when genuine issues with an instructor arise? I am intrigued by the feedback form the College of Science has in place and wonder what the role this form or others like it might play in supporting interaction between students and instructors.
2. Near the end of the survey we asked “What do you wish we would have asked about in this survey?” Erin Bird coded these responses, and I saw in those themes an opportunity to do more to hear from students. They asked that OSU ask more about their experience as a student, ask questions about their mental health, and check in on them more. We don’t need to survey students more to create spaces for them to feel heard and to convey that they matter to the university. What opportunities already exist for students to share about their experience, or for an instructor, advisor, or support personnel to indicate interest in how they’re doing? What would that look like?
3. At the end of the survey, we asked students to leave their name and email address if they’d like to receive follow-up information and resources. Getting email outreach after finishing a survey isn’t an ideal way to connect, and yet 33% of our respondents were interested in additional communication at the end of the survey. There is a clear interest for students in timely information about resources. I am curious where the appropriate home might be for an “I want outreach/help/information” request within our university ecosystem.
4. The overall survey response rate was low (under 20%)—lower, in fact, than the other surveys in the series. On the other hand, the students who completed the survey gave rich and robust responses. When asked to define success, over 2100 respondents offered up 35,000 words. With both of those data points in mind, I am curious: how can we create routine mechanisms for students to share feedback that will be reviewed and shared more broadly?

I may have just offered four reasons not to administer a large-scale survey, but I actually believe wholly in this effort (and want to increase the response rate).  But a survey alone can’t accomplish our communication needs, and I believe that students and administrators, faculty, and staff would benefit from more nuanced conversation. For students, the value is in learning about resources in a timely fashion, an ability to give input and share their experience, and, at times, be checked-in on. From OSU’s perspective, having student input and perspective is vital in key success initiatives, effective communication, and our overall understanding of what needs and concerns exist.

We can and are working on large-scale communication through the CRM project and survey efforts like this, but I don’t want to lose sight of the ways we can do the work of communication at the small scale too. Individual people – student support personnel, advisors, instructors can play an important role here through day-to-day conversations with students. This week I’m going to pay attention to the conversations I’m having, and identify places where checking-in, inviting perspective, and offering resources can show up within existing dialogues.

For those interested in the full results of the survey, Erin Bird, Maureen Cochran, and I will be presenting as part of the FYI Friday series on Friday, February 3^rd, at 1:00 pm via Zoom. Registration is required. If you are unable to attend, a recording will be available in Box along with the final report.

When teaching, course evaluations can provide a snapshot of students’ experiences which can be used to improve the course in future terms. That feedback is after the course has ended though. During the term, checking in with students about their experience of the course can provide helpful information that can allow for flexibility and adaptation to meet the needs of specific students or make adjustments that benefit the entire class. While formative assessment is always helpful to see how students are progressing in their learning, checking in on their experience of the course can offer a different kind of awareness and insight into opportunities for student support. In addition, being responsive after checking in can demonstrate your care for students and your willingness to work together to co-create a positive class experience. Including anonymous check-in options can also help students feel safer sharing about experiences or offering authentic feedback.

Here are a few ideas for how you can check in with students and gain valuable information to support your planning and pedagogy:

1. Q&A Time: Save 5 minutes at the start of one class session each week for open question time. Encourage students to bring questions during that time or give them space to talk with a partner about a question before asking.
2. Stop, Start, Continue: Hand out 3×5 cards and ask students to respond to Start, Stop, Continue prompts.
   • What’s something they’d like to start happening in the course?
   • What’s something they’d like to stop happening in the course?
   • What practice do they appreciate and want to continue?
3. Anonymous Qualtrics Survey: Include a link to an anonymous Qualtrics survey in your syllabus and remind students about the link throughout the term. Invite them to share about how they’re experiencing the course throughout the term.
4. Process Memos: When students submit assignments during the term, plan for a few of those assignments to include process memos where students reflect on their process and next steps in learning. Don’t grade process memos, or, grade only as complete/incomplete to encourage authentic reflection.
5. Midterm Survey: Share an anonymous survey (hand out in class or distribute link online) half-way through the term with questions about specific elements of the course (e.g., class sessions, office hours, assignments, etc.). After surveying students, provide an overview of what you’ve learned and any adjustments you’re making to the course in response.
6. Clearest and Muddiest Point: Start some class sessions by asking students to talk together and share out about what their clearest and muddiest points are. You can also do this anonymously using tools like Poll Everywhere or Mentimeter.
7. Conferences: If you teach a course where individual or small group conferences are feasible, having 1:1 conversation can help you learn about students’ experiences and provide space for follow-up questions. Sharing a few prompts for students to think on prior to the conversation can be a great way to help students prepare to share experiences.
8. Sticky Note Takeaways or Exit Tickets: Occasionally hand out a sticky note at the start of class, and have students write a takeaway or insight from the class session; make a connection between past and current content; or share how the day’s lecture, discussion, or activities landed for them. This can be particularly useful for understanding what students are learning and how they’ve experienced a new activity you’ve tried in class.
9. Ungraded Reflection: Low-stakes, brief assignments with a guiding prompt can be a quick way for students to reflect in class and give you a sense of what students are thinking about or learning at a key point in the term.
10. Submit an Exam Question: Ask students to submit questions and offer that 2-3 of the questions from class will end up on the exam itself. This provides insight into what students view as key concepts or challenging aspects of course. You can then be mindful of what does and doesn’t show up in submitted questions as you support students in preparing for the upcoming exams.