Tag: teaching and learning

Stephanie is a term instructor in the Social Sciences department where she teaches geography courses.  She has not been at the college long (since fall, 2023) and as a term instructor, does not always know if or when she will be teaching again. But she had an amazing story to tell and some great insights on teaching and learning to share.

Stephanie grew up in Arkansas where she completed a bachelor’s with a double major in geography and Arab studies.  After completing a master’s in geography, Stephanie studied tourism in Tunisia before beginning her doctoral studies in environmental studies at York University (moving to Canada for the first time). During all of this, and in between studies, she traveled, attended the American University in Morocco and the Borgiba Institute for Languages in Tunis, worked with World Heritage Sites, specifically in Carthage, then returned to the United States to study American nationalism and identity on landscapes of national parks. Finally, she moved to Qatar with her husband who works in medical imaging IT, where they spent six years before returning to Canada in 2022. “I worked at the US army base with Afghan refugees. We built a school and brought kids together. We would go out into the community and distribute donations. And I ended up teaching English – I never thought of being an English teacher, but it was what was needed.”

After renewing her permanent residency in Canada, Stephanie applied to be a substitute geography instructor at Camosun, a job she did during the winter term of 2023. Then, in the fall of 2023, she came on board as a term instructor teaching two sections of Geography 100, one blended and one in-person. And this past winter term, Stephanie was teaching a full course load, including courses on resource and environmental management, environmental sustainability, and the geography of Canada. As overwhelming as starting to teach at a new institution then taking on a full load of teaching has been for her, Stephanie tells me she has had a lot of help. Her chair at the time was with her every step of the way, and she also had help from some of my colleagues in CETL, as well as her subject liaison librarian, telling me that “every person has been amazing!”

When I asked Stephanie what drew her to teaching and what she enjoys most about it, she immediately answered, the students. “My weekends are busy with course work and sometimes I get bogged down. But when I get back with the students, it’s very energizing and I remember why I’m doing this. In spite of the ups and downs that come with teaching, I just want to engage and empower the students; I want to show them the world.”

I also wondered about her experience teaching a blended course.  “Even though I did teach and take classes online during COVID, the blended concept was completely new to me. I taught two blended sections in the winter 2024 term – one ran during the day and the other in the evening and the students in each section had very different needs. I found it challenging but Derek in CETL helped me pick out some books about online learning, and I talked to Susan Chen and Katie Waterhouse [both instructors who teach blended courses.] I would redesign the courses if given the opportunity, but you don’t always know what needs to be changed until you’re in the middle of teaching.” Right now, as a term faculty member, Stephanie unfortunately does not have the Scheduled Development time she would need to redesign the courses. But she didn’t start with nothing. “My chair was very generous in sharing her content, and I inherited some content from another faculty member, so all I had to do was fill some gaps, integrate current topics, and add a bit of myself. The blend itself was one class a week in person with the rest asynchronous in D2L, so I also had to figure out what belonged online and what needed to be in-person. Sometimes I recorded lectures, sometimes the lecture was in person and the lab activity was online – it depended on the class. I worked hard to make the courses successful, but I could only do so much with the time I had.”

I asked Stephanie if any memories of the past year of teaching had stuck with her.  “I think just making connections with students and those moments when you say something that opens their eyes to something new. For example, in the resource and environmental management course I asked students if they had heard about the ring of fire. And everyone said yes, until they realized I was talking about the ring of fire in Northern Ontario which none of them knew about, even the Canadians from Ontario. When you hook them, they get excited. For me, that’s the best part.”

Stephanie has had many international students in her courses.  “It’s amazing to have students from all over the world because they bring different perspectives.” Stephanie worked with Cristina Petersen (one of our Multilingual Support Specialists) to support her international students on how to take notes, and to provide definitions for terms they find challenging. “When I get frustrated because students aren’t coming to class or taking notes, I remind myself that every student, international or not, has their own struggles, preferences for how to learn, and reasons for being here.” Stephanie can also relate to international students because she is international herself. “In one class, we were talking about forestry in British Columbia and I asked ‘who here can vote in Canada?’ Well, of course, I can’t and that I think that helped some of the international students, knowing that I’m not from here either.”

As we came to the end of our conversation, I asked Stephanie, as a fairly new faculty member, what she would like to have had or known when she started teaching at Camosun, and what advice she would have for other new faculty.  Her answer echoed what I have heard from many other term instructors: “I would have liked to have had more time before the start of the term to figure out what I was doing, because that first term was tough. Getting a C-number, getting access to D2L and learning how to use it, etc.” In addition, Stephanie spoke to the uncertainty of not knowing if she would be teaching again in the future until the last minute, and imagining what she could do with her courses if she had more time to prepare. “As far as what would I tell new faculty: Be annoying. Ask questions. If you’re wondering about the writing center go over and knock on the door and introduce yourself. Just be annoying – it’s okay. People will be kind to you.  But you’re not going to find out unless you keep asking questions.”

Thuy has been a faculty member in the Biology Department at Camosun College since 1999. Thuy was finishing her master’s in molecular and developmental genetics, and had transferred into the PhD program, but after passing the PhD qualifying exam left her wandering the streets of Montreal feeling empty instead of elated, she decided teaching was really what she wanted to do.  She was accepted into the education program at McGill where she completed a two-year degree. And the rest is history.  I have spoken to Thuy a few times in the past about her teaching (sometimes on nice walks around the campus), and was really looking forward to sharing some of her insights with others.

Thuy started out teaching introductory biology courses, then began teaching anatomy and physiology (A&P) to first-year nursing students.  After 15 years of teaching A&P, an opportunity came up for her to teach the infectious disease course.  At first, Thuy was not interested, but as she thought about it (and became fascinated with sourdough cultures) she decided to give it a try, and in Fall of 2019 found herself teaching three new courses, one being the infectious disease course.  “I remember teaching my infectious disease students that first fall, talking about Ebola and other diseases where the World Health Organization will come in to mitigate spread of the disease during an outbreak. To help students understand the challenges of public health and relate to the people living through the Ebola outbreak, I said ‘can you imagine if you got sick, and people in blue vests came and said, you can’t get together with your family this Christmas because you have a respiratory illness?’ And then, COVID happened. Teaching this course turned out to be a good thing for me, because despite the horror of switching to online teaching, because I was still new to infectious disease, I found myself very curious about COVID rather than worn down by it.”

I asked Thuy what she likes best about her life as an instructor.  “I really like the creative aspect of it and the problem solving and I like learning and trying new things, whether it’s new material or new students with new problems. I find the challenges of, for example, making a particular piece of content more accessible or easier to understand, fun. And the best challenges are when students come for help, you work with them, and then see them achieve what they want – that’s really exciting. But I do find it hard when students are struggling but you have no idea if it’s a personal struggle, a content-related struggle, or a learning skills struggle – sometimes it can be difficult to support in those circumstances.”

Going back to her online teaching experience (which she found especially challenging) during COVID, I asked Thuy if there were things she continued to integrate into her teaching since coming back to in-person teaching. “I have continued to record my lectures and make them available to students, and I provide notes for them in D2L, first, to reduce stress for people who can’t make it because of illness and also to support international students, or for any student really.  For example, while my dental hygiene students come to every class, most of them watch the recordings in case they missed something. Some students don’t take notes in class anymore because they find it more effective to focus and listen and not have to worry about taking notes too.”

I wondered if Thuy had any memories of past 25 years of teaching that stuck out for her.  “There were two students – I don’t remember their names, but I still think about them sometimes. Both of them came to me for help and I spent a lot of time with them. When they came to my office, I would ask them about various topics, and they could talk to me about those topics with no problem.  However, when it came to writing the exams, they would falter. I began to feel that oral exams would have worked better for them., but at that time I didn’t know how to go about offering oral exams as an option in a way that would have seemed fair and not additionally stressful for them. Maybe if I had tried it, or if I had been able to talk to somebody who had already tried it I could have helped these students more.”

I asked Thuy what advice she might have for new instructors at Camosun.  “It doesn’t matter if you’re new or if you’ve been teaching for a while, sometimes things don’t go well, and you can lose confidence. One image which helps me when I feel really, really low, is that what I am doing is scrunching down low so that I can suddenly leap up – that periods of downs are actually periods of powering up.  Thinking about them that way can really help. In addition, so often when we as teachers get evaluations, 95% of them will be great, but those other one or two comments are the ones that hurt you, that stick with you.  But don’t hold those negative comments to your heart.”  Thuy said she thought this same idea would be helpful for students as well.  “One bad exam can be demotivating enough to make students give up. Instead, we need to all remember to use those failures as feedback. Everyone fails at one time or another and it’s not the failing that’s important, it’s what you do afterwards that matters.”

As we wrapped up our conversation, Thuy wanted to share one more story with me.  “To support students to develop their voice, I ask them to do presentations, but not in front of the entire class. Instead, they present to small groups of people at stations in the classroom. As students in the audience move from station to station, the presenting students repeat the same ten-minute presentation many times, so they become more comfortable with presenting. My dental hygiene students do this twice in one semester and once in the following semester, and by the end they have learned how to narrow down what is important, how to create visuals for the presentation, how to engage their audience and are better prepared for their capstone project, a presentation in front of 30 dentists and dental health professionals!” What a wonderful model for building an essential, transferable skill in a supportive environment.  I am looking forward to our next walk to find out what she is exploring next.

Kristin is an instructor in the School of Health and Human Services.  She has a background in mental health and curriculum and instruction and was hired by Camosun over 20 years ago on a contract to start a community mental health credential.  She has since worked not only to grow that program, but to develop other credentials. Today, Kristin teaches courses in the Mental Health and Addition program, as well as in the Interprofessional Mental Health and Addiction post-graduate diploma, and the Community Family and Child Studies program.

Kristin says “I came to Camosun with a non-traditional perspective of teaching. I was working with groups in psychiatry and mental health and was drawn to building relationships with students.  Our programs attract many students with their own mental health and substance use challenges, so it’s important to meet students where they’re at to recognize their strengths and support their motivation. Nothing warms my heart more than hearing grads tell us how much they changed through the program, or even partway through.”

I wondered where the students in Kristin’s program come from.  “Many times, they’re coming from support or work positions in residential settings, street programs, outreach, etc. In the classroom, students engage in reflection and self-awareness so they can become more grounded in their own values and beliefs;  if you’re going to develop relationships with the people you’re supporting, you need to understand your own perspectives to be accepting of others’ values, beliefs, and perspectives.”

I asked Kristin what impact the past three years have had on her teaching.  “Being online during COVID highlighted engagement, because if we can’t engage students in any context, online or face-to-face, then they’re not to grow and become who they need to be in order to support others. That experience pushed us as faculty to be responsive and figure out how we were going to keep students engaged and motivated when we didn’t have the containment of the classroom.” But luckily, the programs were approved to have some in-person sessions during the height of the pandemic. “It was worth the work to get classroom time on campus, and students appreciated the opportunity to work on their skill development with others.”  Kristin herself is skeptical of how relationships can be built online but appreciates that many of their grads will need to engage with clients through online platforms, making online learning relevant for them. “Some of our graduates will need to use technology to connect with and assess clients and right now we’re revamping our professional communication courses to include content on digital literacy to help students think more about the benefits of technology, and  ultimately help their clients navigate the Internet to find relevant information and reliable resources.”

One activity in one course in the program Kristin has kept from the online teaching days was one where students work in small groups and record video of themselves leading group sessions.  The video allows students to not only observe the activity and evaluate things like facial expressions, but also allows them to watch the video again and conduct a self-evaluation of the session. In addition, an assignment that required students conduct interviews at an organization on-site, but had to move online during the pandemic, has been revised to include online interviews as an option.  “This helps because professionals out in the field are very busy and the online interview option means students have more opportunities to connect with them while being more respectful of the professional’s time because they can choose what works best for them.”

Since Kristin has been teaching at Camosun for so long, I knew she must have some memories that stick in her mind. “I recall the first graduation ceremony I went to and seeing the excitement in the grads waiting to get their parchment. I was ready to shake their hands as they crossed the stage but instead, I got hugs! It was amazing to see that I meant more to them than I thought, and I felt very blessed to be a part of their learning journey.”  Another thing Kristin appreciates is the diversity of students in her classes and the relationships they build together. “We get such an eclectic group of students in our program, of all ages and with all kinds of experience and education. I still have grads from years ago contact me to let me know what they are doing now – it’s those relationships I always think about, as well as the collective wisdom that the variety of students brings to the program.”  But what Kristin really wanted me to know about her students was how much they want to be here.  “We get a lot of people that need to make career changes and have put a lot of thought into what’s going to bring them purpose in their lives. Some have retired and decided retirement is not for them, some have been in recovery and want to learn how to help others in recovery. There are so many different reasons people come to the program, but everyone’s passionate and thirsty for knowledge, and that’s what’s so exciting.”

I asked Kristin what advice she might have for new instructors in her program or at Camosun in general. “Connect with other faculty to ask about strategies and talk about challenges. Don’t take things that happen in the classroom personally because you never know why someone might be reacting the way they are. Instead, engage with that student and figure out what’s going on rather than make assumptions because that personal engagement goes a long way to help that student sort out what’s getting in the way. New instructors might not feel confident in responding to something unexpected happening in the classroom that might have them questioning their ability as an instructor.  It’s ok to say, ‘let me think about that and get back to you’ and not feel compelled to say something right then and there.”

As we wrapped up our discussion, Kristin said, “I’ve been really fortunate to be in a program with students who are passionate about learning, and I also learn from my students – I’m always changing the way I do things and am grateful that we have that freedom as instructors and as a program to be responsive to what’s going on in the community. That ability to adjust and respond to the needs of students and the people they will ultimately be serving, as well as the students themselves, makes it all worthwhile”.

Nancy became an instructor in the Visual Arts Department at Camosun in 1997 when she began teaching photography while completing her Master’s in art history. Currently, Nancy teaches several courses, including Modern Art History, Visual Culture, Digital Photography and Filmmaking, and Film Photography. Nancy told me that her current art practice revolves around creative writing, either on its own or in conjunction with photographs.

I sat down with Nancy to find out more about how Generative Artificial Intelligence (GenAI) has affected her teaching and her students, and she began by talking the impact GenAI has had on how she approaches her lecture-based courses. “I knew I had to start by looking at my exams. I typically provide an exam overview so that students can focus their studying and spend more time with course material. They could bring in these notes on paper or access the information from the desktop. I had open-book exams because my philosophy is that exams are opportunities for students to show off their knowledge. I use the D2L Quiz tool and allowed students to cut and paste in their answers which supports students who don’t have strong keyboarding skills and those who may struggle with English. But last summer when I was teach Modern art history, I noticed that about a third of the exam answers did not sound like students wrote them, so I felt I had to make a change. But rather than moving to pen and paper exams like some faculty have, I decided that students could bring in as much printed information as they wanted into the exam but would have to type their answers into D2L rather than copy and paste. In addition, I changed the kinds of questions I asked on the exam.”

In addition to changing her exams, GenAI also made Nancy rethink the research papers in her art history courses. Moving from her model students creating an essay proposal early in the term and handing in a final paper at the end of term, Nancy now starts with “a series of small, kickstart assignments working up to the essay proposal: a thesis statement, an outline, a bibliography of ten sources – all providing proof that students did their own work. I tell them that if I don’t think they’re doing their own work, we’re going to have a conversation.” In addition, Nancy provides a statement in her syllabi around GenAI and how it should and should not be used, not endorsing its use, but acknowledging its existence and potential as a tool.

In preparation for these changes to her assessments, Nancy decided it was important to learn how to use ChatGPT – to find out more about what it can and can’t do.  One of the first things she did was ask ChatGPT to help her revise a lecture on Russian Constructivism. “Normally writing a lecture takes 10 hours to research it, 10 hours to find the visuals and create the PowerPoint presentation, check everything for copyright, etc. So, I put everything into ChatGPT and in 10 seconds I had an outline for a lecture. I went through it, and it was pretty good – ChatGPT even included ideas I had not considered.” Nancy was elevated, but wondered, “if I’m using ChatGPT to generate lectures outlines, but telling students they can’t use it to generate ideas, am I a hypocrite? But I brought myself back to how I talk about GenAI with students, asking are you using it as a tool or a crutch?” Because in the end, as much as ChatGPT helped Nancy create her lecture outline, she still had to spend time reviewing the results before finishing it. For example, “I asked ChatGPT if other painters were painting the Death of Sardanapalus in the 1800s. It generated a list of well-known artists, the titles of the paintings, and even dates. But when I started to research these leads, all the information was fabricated.” It was an important lesson in the importance of checking ChatGPT’s work and letting students know to do the same. “I tell students if you’re going to use it, then you need to follow-up, which can be more work than just sitting in the library and typing in your keywords. And as instructors we need to understand how GenAI tools work so we can find a middle ground between ignoring it and letting its use go unchecked. Maybe someday we will see a shift in education where there is less emphasis placed on generating information and more on research and editing, where GenAI finds information and students are responsible for checking for its accuracy and then finessing the writing.”

I asked Nancy how her colleagues around the college are handling GenAI tool use in the classroom. “A tool like ChatGPT represents a big adjustment and people will embrace it slowly as they start to see what other people are doing with it. While some instructors are reverting to pen and paper assessment, a lot of people I talk to about ChatGPT are excited when I tell them how I created a rubric in 10 seconds and then spent 30 minutes to finalize it.”  What Nancy finds is that it’s in those hallway conversations where we share what we’ve tried, how we’ve failed, what we are doing to do differently, etc. that gives us courage to try something new or think about our teaching practice in a different way.

I was curious if Nancy had noticed any questions around AI in her photography classes. “I had a student last year who wondered why were not working with AI in our classes, which is a good question, but I still have to think about how it could be used creatively. If students are gathering information to create something, then AI is just another tool to support that. But using AI to create art is another thing. When I teach Photoshop [a tool which integrates AI] for example, I want students to think about why they choose AI generated effects, and not just say, ‘because it looks cool.’  Maybe another one of our roles as educators is to help students gain the language around the why.”

I’ve known Nancy for a few years now, and she is always ready to try new things to enhance her teaching, so I was happy to hear how she is embracing GenAI in these small ways. “New tools push me as an instructor, push me as an artist, push me as a human, and help me reevaluate and let go of my preconceptions. So often new things that are out of our control, like GenAI, cause people to shut down. But for me, when I start to panic, I think, okay, it’s just a tool. Let’s see what we can do with it.”

Sonja is a faculty member in the School of Business where she teaches Introduction to Human Resources (HR), Employment Law, Labour Relations, and HR Trends.  Like many Camosun faculty, Sonja came to teaching after first working in her field.  She began studying HR at the British Columbia Institute of Technology (BCIT) in her twenties when she finally felt ready to begin post-secondary studies, saying “BCIT was very different from a traditional university and opened my mind to higher education.” Sonja worked in HR departments in both the private and public sectors and eventually began to focus on labour relations.  “My main focus was on building relationships between people and through my work began to realize that the how was what mattered: how we handle people and issues within organizations is more important than the what we have to do, and how we do it brings the focus back on the people in our organizations.”

In 2013 Sonja came to Camosun College into the sole labour relations position at the college. “My focus remained the same – on building relationships so the unions and management could effectively discuss and resolve issues long-term,” something she feels she succeeded at. Sonja has always enjoyed training people not familiar with human resources or labour relations and “became more interested in teaching others the how: how to approach people; how to deal with difficult issues; how to find creative solutions without getting personal. And over the years I realized, hey, I like this education thing.”

AS Sonja worked to complete the Provincial Instructor Diploma Program (PIDP) and the then Dean of the School of Business asked her to teach a class. She said yes and was terrified, but said “after teaching my first class, I knew I was where I was supposed to be and that I would be saying goodbye to the full-time HR side of my life and starting on a new career path. And I haven’t regretted that decision for a single day.”

I asked Sonja to tell me more about why she loves teaching.  “I was always exhausted after training, but teaching does the opposite – it fills my bucket instead of emptying it.”  She even loves some of the aspects of marking “because you get to see where students are at. I’m both terrified and excited when I’m marking, and always wonder if I am getting the message across.”  But most of all Sonja enjoys how every semester is different. “Every semester is a project, because there are different students, meaning you’re building new relationships and connections, and the constant change in diversity within the classroom is a bonus for me. I like having to adjust how I’m explaining something and trying to make my courses more accessible.”

Sonja’s is passionate about making things more accessible for students. “My joy lies in making materials that are more easily accessed and used by multiple learners. Making sure we’re presenting materials in multiple ways, takes a lot of planning, but students really appreciate it.” But, as Sonja notes, it takes a village to provide those options for students. “In one semester I might have ten registered Centre for Accessible Learning (CAL) students in a class, but I might also have an additional five who have not registered with CAL but might need those supports – and every semester is different. So, building those relationships with the fabulous people in the Centre for Accessible Learning, the Office of Student Support, Counselling, and CETL is key.  If I didn’t have all those pieces working all together, I wouldn’t be successful.”

As we talked, Sonja mentioned the pivot to online in 2020, and I asked her what impact the past few years have had on her teaching. “Having to fly by the seat of your pants made me more willing to try things and make mistakes and forced me to learn how to break the system and then repair it! We also were reminded that instructors are content experts in just one area that students are not, and students can help with technological issues because they’re so tech savvy! But it’s important to remember that we are all learning together.”

Sonja also carried forward many of the lessons she learned during that time, for example all the planning that needs to go into online teaching. “I just developed an asynchronous employment law class, which is going well because of the amount of work that went into the planning. I met with an instructional designer in CETL, and we walked through the process of organizing the course and decided on templates and videos. Every week is chunked with video playlists that are transcribed so all learners can access them, and there are case studies so students can focus on real life situations where they have to apply the theory that they’ve learned in previous courses. I incorporated everything that I learned during COVID. But it takes time, and I never feel I have enough.” She recommends that faculty use their Scheduled Development for planning and building online and blended courses, so you aren’t working on a course build off the side of your desk at the same time you are teaching.

Now that Sonja has been teaching for a few years, I wondered if she had any memories that stood out for her. “I love the student engagement around real-life problems, for example running our collective bargaining simulation in class or running a panel interview. Students get into their roles and ask great questions. It’s the practice before they go out into the world, which is what educational experiences should be.  For the panel interview, they develop behavioral-based interview questions and perform that interview on video. For the bargaining simulation, they write their bargaining proposals (usually 3-4), which are graded, then exchange proposals and try to form a collective agreement. This process helps them understand how complicated it must be to bargain 100 proposals in several months.”  Sonja also appreciates the diversity of students she has in the classroom. “Students learn from International students where perhaps unions are illegal in their country – hearing perspectives like those mean our domestic learners are getting a much richer experience.”

One course Sonja is teaching is HR Trends.  “There’s no textbook for that class and we build the content together as a class. Students work towards presenting a symposium at the very end of the class and each student group presents for 45 minutes on an HR trend that they’ve been researching for the entire semester. The students are very creative with the assignments, which I love to see, but the course also piques their interest in different areas of HR meaning they get exposure to more than I might cover on my own.”

As always, my final question to Sonja was about what kind of advice she has for faculty just starting out at Camosun.  “Use the supports that are out there! Ask your Chair right away who to contact in CETL, and who the contacts are for student support, counseling, etc.  Remember you really can’t do your best work in a vacuum – build those relationships. And most of all, be kind to the people who support you, and be kind to yourself.”

Arloene has been a faculty member in the Psychology department at Camosun College for 10 years, and this last spring was a recipient of a Camosun College Teacher Recognition Award.

Arloene reflected that if someone had told her 20 years ago that she would be here today, an instructor in the classroom, she would not have believed it.  In fact, she twice turned down requests to teach, but when she received a third request, she figured something must be going on.  “I had worked as a TA when I was in university, but at that time, teaching was just a means to an end.”  This time, once Arloene got into the classroom, she was hooked.

A few years later, a friend of Arloene’s mentioned that there was an opportunity to teach for Camosun through the South Island Partnership (SIP), and she decided to give it a try.  “I felt so out of my element because I had never been trained to teach, but here I was delivering curriculum. It was terrifying but gratifying at the same time.”  When she finished her term, she thought that would be the end. “It was too much work, but at the same time, it was fun. I was still working professionally as a therapist, but once I started teaching one course, then another, I ended up shifting to teaching full time.” Now Arloene is excited for the beginning of every new term.  “I see teaching as not that different from when I worked as a therapist, because it’s about growth and helping students to feel inspired.”

Today Arloene no longer teaches in the SIP program, but has continued at Camosun in the Psychology Department, teaching Counseling, Interpersonal Skills, and Developmental Psychology courses, among others.

I asked Arloene what she likes most about being in the classroom, and she said for her, it isn’t the teaching, but “the connections, the relationships, and getting to know people. And it’s the little hallway chats, running into students in the cafeteria, and just checking in hearing their excitement and their questions and their stories – I love the stories.”

But knowing that for a period of time we lost access to those hallway connection, I asked Arloene about the impact of the past three years on her teaching.  “It’s so funny because that first semester back in the classroom, I had students saying, oh, that’s what you looked like! While we were online, we lost those conversations and connections and the support that as humans we all need. I know some students enjoyed the online experience because of how it might have fit into their lives, but for me, the enriching parts of teaching are those connections.”  But Arloene has brought some of what she learned and used while she taught online into her teaching today.  “I’ve always done writing exercises and reflection journals, and those became especially useful online because those were their stories.  They were personal, and an essential piece to getting to know my students.  I also started using online discussion groups and today have more discussion groups in-person, but the discussions are less content-based than they might have been before.”

I was sure that Arloene would have many memories of her past students and their experiences, and indeed she did.  “In one my SIP classes we had a student with a lot of anxiety. But one of the requirements was doing an in-class presentation, and she did not want to do it. I am always gentle with requirements and honour that people have different ways of being and learning so try to provide alternatives. However, I’ve also feel that it’s good to challenge yourself. So, we worked with this student, provided support, and in the end, they gave an amazing presentation. It was fantastic to see someone go from self-doubt to challenging themselves and being successful.  All we did was give the student a gentle nudge, provide support, and give them the opportunity to do their best.”

Arloene had one more memory to share about the classroom community she values so much.  “I had a student with severe epilepsy who often in class would have a seizure. It was a class of 40, and we had a plan of what to do if she had an episode in class. Those students worked together and supported her – it was such a community where everyone came together, and she was able to complete the class.”

As we moved towards the end of our conversation, I asked Arloene what advice she might have for new faculty coming to Camosun.  “I would really encourage new instructors not to lose sight of what excites them. It’s easy to worry about the curriculum and the learning outcomes and forget about what sparks us. I know for myself there’s been a few times I was more concerned about outcomes than the excitement of the content.”

I was curious how Arloene keeps that spark going herself during those times when there is so much content to cover you lose track of the engagement.  “Sometimes when I’m talking in class, I tune out and go on autopilot because I’ve said this thing many times over the years.  That’s my little red flag to move away from talking too much, to having more opportunity for dialogue and hearing different opinions and perspectives.”

I appreciated Arloene sharing that, because one of the things we wonder in our Centre, with each other and with other faculty is, just what is our role these days as instructors? “That’s tricky because there’s so much content students need to learn, how do we help them not get overwhelmed or lose that foundation of critical thinking,” how do we help students navigate their way through all that information? Arloene tries to give her students opportunities to explore what is important to them which in turn “ignites interest from others because it may open up something they hadn’t thought about before that may be personally relevant.”

To conclude, Arloene reflected on her role as an educator: “I continue to be open to growth and the opportunities that life presents, particularly as aligned with my values. I hope that this affords me the opportunity to be a model for students to choose a meaningful life while being open to new directions.”