Organizing higherEdcamp

When I became a frequent Twitter user, a step beyond major lurking, I had no idea what was in store for me.  I began to follow, retweet, tweet and then repeat, and repeat and repeat.  Before long I was immersed in tweets about topics I was passionate about.  I found it a challenge to make the time to follow all of the fabulous shares that were landing on my homepage.  What an amazing place to learn... and an even better place to find an unexpected professional learning network of people I deemed "follow worthy".

There was one profile that caught my continuous attention with her obvious passion for education, technology and most specifically special education.  Dina Moati and I began to follow one another and shared the occasional direct message.  It was a surprise though when one day Dina messaged me with a proposition... she wanted me to consider being part of an organizing team for higherEDcamp.

Now Edcamps were new to me.  I had never attended an Edcamp. I didn't know anyone who had attended one, nor had I really ever read about one. I asked myself how could I possibly organize one with such limited knowledge and experience?  Although I questioned my fit for the project, Dina's passion and enthusiasm for higherEDcamp was nothing short of contagious.  She quickly put out any of my self-doubt and with pure optimism she was sure higherEDcamp would be a success.  Soon the team began to grow, and although we lost some original members due to personal commitments, the "Team of 3" was born with Jennifer Tate joining the ranks.

My experience organizing higherEDcamp was amazing. Three strangers had come together through Twitter with the goal of putting together an inspirational and memorable day of learning for higherED professors, administrators, students and educators.  At the time we didn't know who would come.  We didn't know where it would be.  We didn't know how we would pay for it, and we didn't know if we would be lucky enough to attract some sponsors.  We just knew we wanted to create a day of innovation and collaboration, utilizing the UNconference format.

Three strangers... one goal!  We lived a distance apart so ALL of our planning was done through Google Hangout. In fact we only met each other in person as a team for the first time the day before the event. We tossed around ideas, we shared resources, and we quickly learned about each other's strengths.  Jennifer had the power of persuasion and took on the task of reaching out to prospective sponsors.  Her creativity brought us the idea of having a "Me to We" loom to create a tapestry to represent the day. As well she created a bowl full of badges for participants to pin to their lanyards to highlight their values and skills related to their teaching.   I took responsibility for helping to generate content for the website, draft the e-blasts, and assist with organizing the volunteers.  Dina had the vision! The end goal was always in site as she had the most experience with Edcamps.  She used her past and recent experiences to help shape our day and committed herself to spreading the news.  She tweeted, emailed and tweeted some more to make sure that higherEDcamp was well promoted.  Her ability to anticipate our needs for the day led us to securing a location and arranging more than enough food for the participants and volunteers.

This is by no means an exhaustive list of the tasks and contributions associated with planning our first ever higherEDcamp.  Should you ever want to organize your own, there are plenty of valuable resources online from the Edcamp Foundation, and resources from those who have organized previous Edcamps. The three of us worked passionately to bring it all together.  When one team member was reluctant or hesitant about something, the others rallied.  We balanced each other out and it showed as our vision became a reality.

The day of higherEDcamp was nothing short of amazing.  After all, I got to experience and organize an edcamp all in one day!  Educators from across Ontario, and even from other provinces, attended higherEDcamp. They shared ideas and resources on a variety of topics, rekindled old friendships, and created new ones. Aside from the success of the day, the most unforgettable part of higherEDcamp for me was how three strangers, all with proclaimed interest and passion in higher education, came together and made something out of nothing.  Dina's words summed it up nicely... it was like a stone soup, a story of pure cooperation. With a little of this, a little of that, a more than a dash of partnership, higherEDcamp was born.

Thank-you team for such a wonderful experience!

For more information about higherEDcamp you can visit our website or follow us on Twitter @higherEDcamp #higheredcamp

Embracing Diversity in Inclusive Post-Secondary Classrooms

There is no debate. The face of higher education is changing.  As a result of this perpetual shift, the expectations of institutions and educators teaching in higher ed have changed. Never before has higher ed been more under the microscope as it is challenged to be more accessible, creative and flexible in model and delivery.

One of the most important things influencing new directions in post-secondary education is the increase in the diversity of students. Classrooms and labs are comprised of students from a wide range of backgrounds and cultures. They come with a vast range of experiences and are dealing with an increasing number of personal and family stresses. There has also been a steady increase in the number of students with disabilities entering college. The result is a classroom of students, each with unique individual differences that go far beyond the obvious.

When change is upon us we often have to reflect on our current teaching practices and take steps to change in order to meet the newest trends. In all honesty, I continue to feel challenged when it comes to meeting the needs of all of the diversity blended within my classrooms.  If you are honest, I believe you are too. 

For a moment, I would like to focus on one of my most recent teaching experiences.  Last Spring I had the privilege of teaching two classes of adults with disabilities in a post-secondary certificate program.  These students had a wide range of special needs and what was most obvious, was that even among students with similar diagnoses, each had unique and individual profiles of learning.

Now this was not a new understanding of mine, however, the interactions I had in the classroom with these amazing students deepened my understanding. What I took away from that experience is currently shaping and leading my professional practice as an educator. It taught me where I always need to begin to meet the needs of such a wide range of diverse learners in every classroom. I would like to share my takeaways from that experience. I believe these actions will result in increased social engagement and higher academic achievement in my classrooms overall.

1. All students (typical or atypical) have a profile of individual differences.  Teachers also have their own profile of individual differences. This is important to reflect on.  Have you reflected lately on how your individual differences impact your teaching philosophy or style? 

2. Students really appreciate the time an instructor takes to know them.  Start with their names.  It goes a long way in building personal connection and increasing student engagement.

 3.  A student who appears withdrawn likely does not really want to stay that way.  They may just need someone to reach out to them.  After all, all students just really want to feel like they belong.   

4. Students who have struggled know they struggle and are often very appreciative of the opportunity to learn in a college or university environment. They want to succeed. Give them a chance. Make sure you are the gateway to success, not the barrier. 

5. Students crave the acknowledgment.  They need to hear what they are achieving at, not just what they are struggling with.  

6. Universal Design Principles work.  They may take extra effort initially but are well worth the thought and implementation.  Rather than specialized accommodations, the use of UDI gives all students access to a fully accessible learning environment.  Not all students have declared their disabilities with disability supports on campus and you may not even realize.  Universal Design Principles level the playing field. 

7. You don't have to solve all of the student’s problems.  They likely just need your help to guide and support, possibly just to listen. Sometimes they just need to talk things through or be aware of some of their options.

 8. All students regardless of their disability or other unique difference must be held accountable.  In fact, many thrive on the consistency of expectations whether policy or individual practices of the professor. 

9. Check your biases and assumptions at the door.  Believe all can achieve because they can! They just need you to give them the opportunity.

10. Know the diagnosis or disability is not the person bit is only part of the person (and is really only the smallest part).

Good teaching isn't just about content and delivery.  Good teaching is also about relationships. We must develop teaching practices based on a true understanding of individual differences and avoid a cookie cutter style of teaching.  We need to learn from and utilize the resources we have from our institutions, government, and our professional learning networks, to create a truly inclusive environment where all can achieve. 

Perhaps you have already embraced these notions in your teaching practice and are doing it well. Many are! Perhaps you are practicing elements of the above yet feel you have more growth to consider.  Some do! Wherever you are on your journey to competently providing an inclusive classroom experience to your students reflect on it. Most of all embrace it! Be a positive influence in creating truly inclusive classrooms and welcome this shift in higher education.

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