Loyola University Chicago

Faculty Center for Ignatian Pedagogy

Anti-Racist Pedagogy and Student Centered Design Resources

Video and Audio Resources for Instructors on Student-Centered Design and Anti-Racist Pedagogy

Below are instructional videos and audio on implementing aspects of Student-Centered Design and Anti-Racist Pedagogy in your classes! They were funded by either a Student-Centered Design or Anti-Racist Pedagogy Micro-grant, made possible by a generous grant from the Office of the Provost. 

They are organized by the following themes: 

  • Syllabus Design
  • Course Policies
  • Classroom Environment
  • Student Learning
  • Course Assessment

Syllabus Design

The Student Centered Syllabus by Dr. Ryan Cumming

Description: In this video, Dr. Cumming shares what it means to design a "student-centered syllabus" and why it matters for the students. Dr. Cumming shares 10 "effective strategies" for creating a student-centered syllabus. Examples are to surrender the "punitive language" in the syllabus and to allow students to engage in creating classroom policies and/or rules. 

Resources: 

Video funded by a Student-Centered Design Micro-grant.

Teaching About Rap by Dr. Lavar Pope

Description: In this video, Dr. Pope, a professor of political science, shares his approach to decolonizing his course syllabus on the history of Rap and racism in the U.S. to represent "non-white voices" and raise students' awareness about racism. Pope shares how he organizes his syllabus, course objectives, course work/readings, and assignments to form an integrative, inclusive, racially plural understanding of the U.S. history. 

Resources:

Video funded by an Anti-Racist Pedagogy Micro-grant.

Course Policies

Flexibility in the New Normal by Dr. Marcella Linn

Description: In this video, Dr. Linn shares how to allow for more flexibility with course policies and deadlines, especially with the emerging needs of students as a result of the pandemic. Examples of those policies is allowing for make-up submission for missed assignments or course work (i.e. participation blogs), allowing for asynchronous option for online classes, and flexible deadline submission. 

Resources:

Video funded by a Student-Centered Design Micro-grant.

Student Centered Practice: Flexible Deadlines by Adam Hii

Description: In this video, Adam Hii, an instructor of political science, shares how having flexibility in course deadlines enhances better learning experience and outcomes for students. Specifically, Hii highights how he uses "response memos" as an exercise or assignment that is meant to increase student engagement with the course content.

Resources: 

Video funded by a Student-Centered Design Micro-grant.

Classroom Environment

Inquiry-Driven Learning by Dr. Catherine Nichols

Description: In this video, you will learn about inquiry-driven learning as teaching strategy through which instructors can "activate student curiosity" and make students more engaged in their learning. Dr. Nichols provides details about how to incoroporate this strategy in your teaching.

Resources: 

Funded by a Student-Centered Design Micro-grant.

Enhanced Student and Peer-to-Peer Engagement by Dr. Abha Rai

Description: In this audio podcast, Dr. Rai shares strategies to foster peer engagement for a better learning classroom environment. The strategies also focus on making students actively engaged and with an increased sense of accountability for their learning. For better audio quality, kindly press "Noise Suppression" in the bottom right corner of the screen when displaying the audio. 

Resources:

Podcast funded by a Student-Centered Design Micro-grant.

A Game to Engage Students and Reinforce Learning by Caryn Suder

Description: In this video, Dr. Suder shares how she gamifies her classroom teaching to create a more engaging learning environment for the students.

Resources:

Video funded by a Student-Centered Design Micro-grant.

Creating Video Case Studies by Dr. Jennifer Zitzner

Description: In this video, Dr. Zitzner shares how she uses video case study series to link classroom content to real life case studies to make it easier for students to process the dense scientific information. Zitzner walks us through the process of how to create a video  case study series tailored to the subject matter you teach and to apply it with your students.

Resources:

Video funded by a Student-Centered Design Micro-grant.

Student Learning

Intersectionality of Identities Class Activity by Dr. Zoe Smith

Description: In this video, Dr. Smith shares one of her classroom assignments/exercises that addresses student intersectionality of identity in an attempt to allow the students a critical space to reflect on their own identities. One of the purposes of this exercise is to assist students situate their own (dis) privileges in their social settings. Dr. Smith shares a specific exercise and walks us through the steps of applying in the classroom. 

Resources:

Video funded by an Anti-Racist Pedagogy Micro-grant.

Exploring Learning Preferences by Elizabeth Wise

Description: In this video, Ms. Wise shares the importance of allowing students the space and resources to explore their own learning styles, and then diversifying teaching strategies and learning content accordingly. Ms. Wise shares a sample assessment module where students can identify their learning styles (Visual, Aural, Kinesthetic, Read/Write) and "study hacks" tailored to each learning style.

Video funded by a Student-Centered Design Micro-grant.

Course Assessment

Mid-Semester Reviews by Dr. Christopher Hernandez

Description: In this video, Dr. Hernandez shares how he uses mid-semester student course reviews to adjust classroom teaching & learning to best correspond to students' needs/feedback. One purpose of this technique is to make students more proactively engaged in their learning. Dr. Hernandez shares a sample of a course review questions through which students can reflect on their learning and communicate their suggestions to the instructor.

Resources:

Video funded by a Student-Centered Design Micro-grant.

Recursive Feedback Loops by Dr. Julie Chamberlin

Description: In this video, Dr. Chamberlin shares how she relies on "recursive student feedback loops" in assignments to encourage peer, collective feedback. Chamberlin details out the stages of this feedback strategy for classroom application with examples.

Resources:

Video funded by a Student-Centered Design Micro-grant.