Teaching Learning Day (2018)

Adult Motivation -- relevance is very important

Teaching Naked

1. Build upon prior knowledge.. how know? Just ask them.
2. The average  human attention span typically maxes out around 15 min. 
3. Humans do not fully become self-regulating until around age 25.
4. Successful multi-tasking when two tasks require cognitive attention is not possible.
   See: Sana, Weston, Cepeda. "Laptop multitasking hingers classroom learning for both users and nearby peers" i Computers and Education, 62:24-31. 2013.  https://doi.org/10.1016/j.compedu.2012.10.003
5. Performance and Feedback are important.
6. Social interaction (Constructivism)
7. Recall promotes learning
8. Cognitive processing "processing" of learning material tend to resulrt in greater learning gains.

Solid basic formula:

1. Design instruction based on human cognition.
2. Build upon prior knowledge.
3. Leverage social learning opportunities.
4. Performance with feedback
5. Foster recall
6. Promote processing.

** Failure is important

Library Publishing Online Workshop #1

Library Publishing Curriculum
https://educopia.org/library-publishing-curriculum/

"Content"
Pre-Reading:  

• Narrative: Content Strategy:
  https://docs.google.com/document/d/1QWobQNcZ8GTC2twaGrNmfM560qWZx3mhAdBFh76gPqI/edit

• https://scholarlykitchen.sspnet.org/2012/11/27/strategic-planning-and-the-not-for-profit-publisher/ 

• https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main  

Drake Memorial Library's Mission and Values:
https://www.brockport.edu/library/about/mission.html(It is the reverse of what is taught in the workshop).


Homework: 

SUNY Brockport eBooks:

Vision: Empower our intellectual community in the creation of open access eBooks

Mission:

• Promote the scholarship of our intellectual community by providing a platform on which to publish longer pieces of scholarly and professional work.
• Support the creation and development of eBooks through clear communication of the editorial process, the copyright requirements, and the SBeB workflow.

Current Language: https://digitalcommons.brockport.edu/sunybeb/
SUNY Brockport eBooks considers for publication on The College at Brockport’s digital repository, for free and open access, quality work produced by:

• Brockport faculty and staff (current or emeriti)
• Brockport students (current or alumni)
• Authors/editors whose work relates to The College at Brockport or its neighboring communities

Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization

Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization 
by Cia Verschelden, 2017

Her summary (p. 59): "Poverty and racism rob our students of mental bandwidth so they have limited cognitive resources for learning. Poor people are physically and mentally less healthy than people who have adequate resources; they suffer the physical consequences of chronic stress.  People who experience racism every day experience similar stress and negative health outcomes. Physical and mental illness take up mental bandwidth, leaving less available for everything else, such as making good choices, being effective workers or parents, and learning."

If our students are struggling with these other issues, how can they focus effectively in the classroom?  What types of interventions might help make them more successful for graduation and their careers?

• Encourage a growth mindset instead of a fixed mindest 
• Neurobics (have students try something new that is a new experience to stretch their brain, and have them report how it felt to overcome their fear (e.g. going to a yoga class with a friend or eating alone in a restaurant)
• "not yet" vs "not" -- give feedback that they can achieve learning outcomes with more effort, instead of feeling "not good enough"
• Self-esteem vs self efficacy
• high-hope syllabi (my favorite thing):  instead of one long research paper, give students steps like topic proposal due, outline due, feedback on those, first draft with feedback, then finaly draft
• Belonging
• Affirm students' values
• Pecha kucha life reports (so they get to know each other)
• relationship building in the classroom
• Helping relationships, like peer mentors
• Academic and Social counter spaces
• Institutional structures and processes
• critical mass 
• images
• financial needs
• Conversations and actions 
• (above need to reflect the student body-- students need to see images of people who look like them, and a more diverse faculty)
• GSU's interventions
• Block scheduling
• Micro-grants to help students in poverty
• pre-session before the fall (like our EOP)
• Better academic advisement, dedicated advisors, over 800 "incidents" that can be triggered as needing help in the online system.
• "Supplemental instructors" -- students who act as peer mentors, on work-study
• Student learning communities
• "meta-majors"  e.g. STEM, arts and humanities, health sciences

Ready. Set. GOAL! Workshop

Ready. Set. GOAL! Workshop with Jill 

from Tastefully Simple

1.  For what do you feel most grateful? List at least 10.  (Choose a goal buddy)

2.  What are my top ten strengths?

3.  What do I really, really, really want to be, do or have?

• Financial
• Family & Friends
• Career
• Physical
• Entertainment
• Spiritual
• Mental
• My home

4.  What is my #1 goal?

          Select on thing from you really, really, really want list.  

5.  How do I want to feel in 12 months?

6.  Steps to my goal:

• Today's date
• What one thing do I really, really, really want?
• When will I accomplish this?
• Why do I want this? Why will my life be better because of it?
• How will I achieve my goal? What actions will I take?
• What are possible challenges, and solutions?
• Challenges .................................. Solutions
• Challenges .................................. Solutions
• What knowledge do I need?
• With whom do I want to work in order to achieve my goal?
• What actions do I want to take: Daily, weekly, monthly?
• Action   ......................................  Deadline .................  Complete
• Action   ......................................  Deadline .................  Complete

7.  My weekly Planner

• Dates
• Top three results
• Most important tasks
• Check your actions on Steps to your Goal
• Schedule tasks on your calendar

Strong Advocacy, Stronger Funding

Webinar from the New York State Library

Libby Post
Advocacy Specialist 

Library Advocacy Services
http://commservices.net/index.php/libraries/

Why be an advocate?

Your advocacy message is the most important thing.

• Be Bold, Clear and Concise
• Need your values

Communicate how the library is an essential service

Strong message=Strong advocacy

Get people emotionally attached to your cause (e.g. the library is a strong and important part of the community)

Always be advocating for the library, have your elevator speech ready.

Message should be: Emotional and compelling, have an emotional hook, how to take action through giving.

Basic tools for fundraising:  Have your lists, understand who gives and why, 72% of all giving in the US comes from individuals rather than grants/foundations.

Volunteers and people who advocate for the library are most likely to give.

Where to start?
Have a plan, determine what to do, and  how much you'd like to rais.

Years 1-3  

Special Events take the most planning and most time consuming (get corporate support, event journal, invitations, event checklist -- she has one she will share)

Direct Mail

Online giving (through social media, even a facebook campaign!)

Social meedia

Handwritten thank you notes

http://www.capterra.com/fundraising-software

Michael Hyatt Goals

Michael Hyatt Goals

Why do goals fail?

1.       Lack of Clarity

a.       Need more specific goals     

b.       Need SMARTER Goals (e = exciting, R= relevant

2.       Lack of Motivation – why is this goal important to me, the WHY?

3.       Lack of Activation—start with the easiest step first

--if you don’t deal with the overwhelming part, you’ll never start

4.       Lack of Visibility –

a.       Need to consistently review your goal (we’re all busy)

b.       Daily, weekly (asses on track), quarterly –spend one day thinking about goals in depth

Well-designed Life

1.       Clarity – where you are, what needs fixing; what’s not working

2.       Multi-facted Goals – help you succeed in all domains of your life (the 10 dimensions)

(https://assessments.michaelhyatt.com)

1.       Spiritual

2.       Intellectual

3.       Emotional

4.       Physical

5.       Marital

6.       Parental

7.       Social

8.       Vocational

9.       Avocational

10.   Financial

3.       A Plan

Setting goals for 2019

1.       Get specific about what you want.

2.       Concentrate on just a few specific goals

                                                                           i.      Need laser focus

                                                                         ii.      Repeat from memory

                                                                       iii.      2-3 critical goals / quarter

                                                                       iv.      Get clear on 2 or 3 of which you concentrate during the first quarter

3.       Aim for your discomfort zone

                                                                           i.      Can’t aim for delusional or comfort zone

4.       Keep track of your progress – only share with people who’ll hold you accountable

5.       Enlist the support you need

6.       Find a supportive community to pursue your goals with.

Goals

1.       Believe the possibility.

a.       Three truths that you need to succeed, subconscious limitations

2.       Complete the past

a.       Don’t get mired in past failures

b.       Let go, 7 key questions to create after action review

3.       Design your future

4.       Find your way – motivation is your secret weapon to achieving your goals

5.       Make it happen – take action.

"White fragility: Why it's so hard for white people to talk about Racism"

I read this book by Robin Diangelo for the faculty book club in the fall of 2018.

Definition: -intended to describe a very specific white phenomenon. White fragility is much more than mere defensiveness or whining.  It may be conceptualized as the sociology of dominance" : an outcome of white people's socialization into white supremacy and a means to protect, maintain, and reproduce white supremacy.  The term is not applicable  to other groups who may register complaints or otherwise be deemed difficult (e.g., "student fragility.") p. 113

Racism will continue to exist, probably for the rest of my lifetime.  Although I can never completely overcome my biases, I can see myself on a continuum, where I am constantly growing and changing.  

Diangelo lists these assumptions, as a better way of making a difference in our environment, interactions, and norms:

• Being good or bad is not relevant.
• Racism is a multilayered system embedded in our culture.
• All of us are socialized into the system of racism.
• Racism cannot be avoided.
• Whites have blind spots on racism, and I have blind spots on racism.
• Racism is complex, and I don't have to understand every nuance of the feedback to validate that feedback.
• Whites are / I am unconsciously invested in racism.
• Bias is implicit and unconscious; I don't expect to be aware of mine without a lot of ongoing effort.
• Giving us white people feedback on our racism is risky for people of color, so we can consider the feedback a sign of trust.
• Feedback on white racism is difficult to give; how I am given the feedback is not as relevant as the feedback itself.
• Authentic antiracism is rarely comfortable.  Discomfort is key to my growth and thus desirable.
• White comfort maintains the racial status quo, so discomfort is necessary and important.
• I must not confuse comfort with safety; as a white person, I am safe in discussions of racism.
• The antidote to guilt is action.
• It takes courage to break with white solidarity; how can I support those who do?
• I bring my group's history with me; history matters.
• Given my socialization, it is much more likely that I am the one who doesn't understand the issue.
• Nothing exempts me from the forces of racism.
• My analysis must be intersectional (a recognition that my other social identities-- class, gender, ability--inform how I was socialized into the racial system). 
• Racism hurts (even kills ) people of colo 24-7. Interrupting it is more important than my feelings, ego, or self-image.  

I have bolded the ones that struck me the most and/or that I would like to work on. 

Find the book here on Amazon