by Kenyada J. McLeod
Because teaching is a practice, educators often update or enhance courses so that they are better received or more effective. How might the learner experience be improved upon if we were to consider more compassionate and human-centered design choices?
According to HelpGuide.org, burnout can be described as "... feeling empty and mentally exhausted, devoid of motivation, and beyond caring." In the classroom environment, this may be presented as disengagement, fewer assignment submissions, or even a decrease in submission quality. The following three strategies can be used to tap into the humanity of the learning experience and potentially prevent burnout.
Revisit the Late Work Policy
While we may all remember the days of strict deadlines and policies that severely penalized learners for not submitting assignments by the due date, there are more compassionate approaches that center around learner choice and opportunity while still respecting instructors' needs and boundaries.
Setting deadlines helps students learn accountability, but providing flexibility (within reason) can support student success, particularly for non-traditional students with complex lifestyles and responsibilities. The New York Institute of Technology describes the act of accepting late work as an opportunity to "...add to the equitable classroom environment faculty seek to build." Late work policies that offer limited grace may be deflating as learners navigate the feelings of lack that come with burnout.
Examples of more compassionate late work policies may include one or more of the following:
- Incorporating a standard deduction based upon the number of days beyond the due date
- Allowing a small number of late submissions with no penalty
- Dropping a specific number of the lowest-scoring assignments
While not an all-inclusive list, options like these inform learners of our commitment to their success in spite of unexpected circumstances such as illness, life events, workload fluctuations, and more.
Honor College Closures
Colleges typically close for one or more week-long breaks in an academic year as well as many national holidays. Because the classroom -- physical or online -- is an extension of the college, it should also be closed. Through careful course planning or assignment due date adjustments, we can prevent learners from having to work during a break.
Time away from coursework, enjoying one's family, or simply relaxing can be very beneficial to learners' overall success. Often referred to as 'brain breaks,' these breaks provide learners with the opportunity "...to feel happy and relieved from everyday classroom stress, making them more attentive."
As we prepare learners for the workforce, it is important to demonstrate the value of work-life balance. Honoring institutional closures may help encourage learners to cultivate a more balanced way of being while pursuing their education and beyond.
Leverage Informal Polling and Surveys
Educators may often get the feeling that something isn't quite right. Learners may be scoring lower on particular assessments than usual or there could be an increase in unsubmitted assignments or noticeable dissatisfaction. This is a prime opportunity to identify the challenges and take immediate action.
Concerned by a noticeable decline in student engagement, both in class and with assignments, Josh Watson, assistant professor at Brightpoint Community College, opted to create a survey as a more empathetic communication channel. "Emphasizing shared responsibility, the survey conveyed a commitment to collective success," he said. "Overall, it served as a tool not just for data collection but to build trust, encourage communication, and reinforce a sense of community within the classroom."
Consider this roadmap if you want to try surveying your students:
1. Develop and Present the Survey
Consider developing a brief survey or poll as a temperature check for the learning environment. It may also be a good idea to add at least one open-ended question. The survey or poll should be anonymous to increase the chances of honest feedback.
The tone and way in which the survey is presented to learners is also of great importance. The survey is a tool to measure learner satisfaction and make noticeable changes to improve the experience for all. Expressing the value of learner input and the desire to collaboratively improve the learning experience may help yield a stronger response rate.
2. Consider the Results
The next step is to review the results with an open mind. Teaching is a practice. Design is iterative. This means that we are in a constant cycle of testing, evaluating, reworking, and applying. Consider being open to feedback from the learner community as this feedback has the potential to yield a positive shift in the learning environment.
3. Take Action
Lastly, identify the changes that can be implemented immediately and those that may have to be postponed for a future semester. It is also important to communicate the findings from the survey results as well as the actions that will be taken as a result.
Watson continues by sharing, "Acting on their feedback, I acknowledged the students' role in shaping the course dynamics. Their expressed appreciation indicated that this approach resonated with them, emphasizing the importance of actively listening to their perspectives and involving them in decisions -- a consideration they may not have previously recognized or contemplated in such detail."
The act of offering a survey communicates to learners that their feedback and input matter. Taking action assures them that not only do their voices matter, but their voices have the power to shift the learning experience.
The Bottom Line
Revisiting late work policies, honoring college closures, and seeking learner input are three strategies that may lead to a more fulfilling and balanced learner experience. These strategies may also reassure learners of the genuine care and respect extended to them as individuals and, therefore, potentially reduce burnout as we pour into -- rather than take away from -- those that we serve.
This article is republished from HigherEdJobs® under a Creative Commons license.