Teaching Experience #3: Lesson Planning & Creation

My research interests fall within the crisis informatics field, and the Syracuse University iSchool does not have many professors who actively research or teach within that field. Thus, when I could conduct a teaching practicum with a professor working within the crisis research stream, I took the opportunity right away. So, in the Spring of 2022, Dr. Beth Patin supervised my creation and execution of two lesson plans aimed at library professionals wanting to learn more about library crisis management. 

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Taking a course idea from concept to delivery requires detailed planning and multiple iterations.  After completing the necessary review of related literature and documentation (e.g. FEMA website, Quarantelli's Disaster Crisis Management), I had to consider how to divide the material into digestible modules. After splitting the material, Dr. Patin recommended adding learning objectives with comprehension checkpoints embedded into the modules. This included prompting students to apply the material to their own experiences or taking pauses to make sure they understood the concept. At the end of the module, students are reminded of the learning objectives as a way of self-validating their grasp of the information. 

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As the goal was to allow librarians nationwide to learn the material, the medium of delivery chosen was a pre-recorded PowerPoint presentation. The modules could be covered asynchronously, similar to Syracuse's 2U programs. However if the PowerPoint was given to another instructor, like a library manager, to deliver to their own staff then the instructor could choose to use the embedded recordings, or delete them and adjust the material to their own liking.  One major goal was allowing for versatility and customization, while still providing the necessary materials. 

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As this was one of my first opportunities in lesson planning, it was an enlightening experience in discovering the many ways to embed pedagogical preferences. It was this opportunity where I could "walk the walk", instead of just "talk the talk". My teaching philosophy of prioritizing empathy and considering beyond the classroom should be visible in my course's artifacts. Assessments should be flexible, and there should be an abundance of additional resources available for students who need extra examples or explanations. Working out the logistics of how and where to apply personal pedagogy takes deliberate consideration. I believe with practice, these decisions will become more of a second nature.