#TYCAMW26

[Will update this post as I listen/attend.]

10am Session, Friday: 

All about co-requisite courses…What is success? What does the real research say (data not gathered by a corporation)? What pathways work, ALP or separate groups? Is this all about money? How can it be about student learning? If they pass a college writing course alongside the co-req, but then don’t do well in the rest of their classes (psychology is writing intensive, etc.)? And then a sidebar about Reading… what should they read? Why? I guess No Child Left Behind pushed k12 to teach passages and not reading of whole books... huh.

11:20 Session: 

“How to Make Friends and Influence Deans.” A very insightful conversation about what experienced admin tell new-to-admin humans, how lonely it is being admin, and how some speak out of both sides of their face... transparency, communication, and trust.

Keynote: Melissa Tayles.

Trauma-informed pedagogy. The buffering role model; we need the window of tolerance...

She transitions from students + trauma-informed pedagogy; and then moves to faculty, which is right up the alley of my dissertation research. There is "No published theory of practice" on how to protect teachers and their well-being. 

• Resilience as energy, reconceptualized - curiosity, relationships, coping strategies, and hope [but it's a broken circuit)
• Cost of caring (Figley)
• Power regulators (in my opinion, ungrading is one of the regulators)
• Include ourselves in the trauma-informed realm 
• "What's wrong with you?" >>> "What happened to you?" Moving from "the problem is in the person" to "the problems are all of the conditions we're dealing with"
• Establish and sustain boundaries
• Tap out times
• Reflection times with department
• Co-regulation times with colleagues
• Boundaries: healthy, porous, rigid
• What is, and is not, ours to carry?
• Karen Costa - Scope of Practice - I might need to use her + this chapter for my "possible recommendations" section of my Lit Review... and, yeah, trauma-informed pedagogy needs to be a part of my pedagogy review; there is some overlap with ungrading definitely.

*A prompt from the keynote - Write about the last time I asked myself, "What's wrong with me?" I believe it was last semester when I had such low attendance in that 2pm class, but then I spoke with a robot about it all and then created social media posts from that interchange. It was helpful to realize that it isn't all on me, and that I do want to give them flexibility and they did all do well.

I also have asked what's wrong with me when it comes to my "messy" spaces in the house; it just means I need to SEE my projects!

9am Saturday:

Our ungrading session went over time. "Part 2 in Madison"?!?! Questions that came up for me... what is a "poorly written essay?" It's different for every teacher, right? As arbitrary, at times, as grading.

Sidebar - I had space buns in (with my braided yarn hair tie accessories) and wore my barbie doll arm earrings, and Andrea wants a similar pair :)

Pre-Lunch: 

Work time with JR.