{"id":30816,"date":"2024-05-17T16:21:15","date_gmt":"2024-05-17T23:21:15","guid":{"rendered":"https:\/\/www.uwb.edu\/news\/?p=30816"},"modified":"2024-05-17T16:37:52","modified_gmt":"2024-05-17T23:37:52","slug":"learning-by-teaching","status":"publish","type":"post","link":"https:\/\/www.uwb.edu\/news\/2024\/05\/17\/learning-by-teaching","title":{"rendered":"Learning by teaching\u00a0"},"content":{"rendered":"\n

Dr. Charity Lovitt, associate teaching professor in the University of Washington Bothell\u2019s School of STEM<\/a>, loves to travel and does so frequently. \u201cI have been an Alaska Airlines MVP Gold member for three years in a row,\u201d she joked. <\/p>\n\n\n\n

While she is certainly an experienced traveler, last year Lovitt took a trip that was unlike any before. <\/p>\n\n\n\n

\u201cI go on most trips with my husband to visit close friends and family, but in August of 2023 I went to the State of Qatar completely on my own,\u201d she said. \u201cIt was a place I had never been to with a language I barely spoke. I also had no experience with their culture and went there to work with colleagues I had never met. To say I was out of my comfort zone would be an understatement.\u201d <\/p>\n\n\n\n

Lovitt went to Qatar as a part of the Fulbright U.S. Scholar program that sends 400 scholars from the U.S. to institutions around the world to teach, conduct research, exchange ideas and contribute to mutual understanding. <\/p>\n\n\n\n

Translating teaching methods<\/strong> <\/h2>\n\n\n\n

Lovitt had more than 150 different countries to choose from but decided on Qatar because the UW Bothell campus has such a diverse student population. <\/p>\n\n\n\n

\"A<\/figure>\n\n\n\n

\u201cMore than 30% of our international students come from Middle Eastern, North African and Central Asian countries,\u201d she said. \u201cQatar is a hub for education and innovation in the Middle East, and brings in students from across the region.\u201d <\/p>\n\n\n\n

From her arrival in August to her departure in January, Lovitt taught first-year science courses to college <\/strong>students. \u201cMy goal was to determine how to adapt student-centered practices that are widely used in American schools to the Middle Eastern classroom,\u201d she said. \u201cThere are key differences in learners\u2019 values, perceptions, communication styles and expected outcomes in each setting. <\/p>\n\n\n\n

Her pedagogy was based in Process Oriented Guided Inquiry Learning, an approach to teaching and learning in which students work in teams to discover key ideas and practice important skills. \u201cPOGIL increases student engagement, learning and retention,\u201d she said. <\/p>\n\n\n\n

Students in Qatar, however, are not used to this method of instruction. Instead, they are accustomed to lectures. \u201cI knew I would have to work hard to engage them in active learning,\u201d she said, \u201cand I was certainly up for the challenge.\u201d <\/p>\n\n\n\n

Surprising student insights<\/strong> <\/h2>\n\n\n\n

On the first day of class, Lovitt spent time getting to know her students. She set up an online poll to determine what her students wanted to major in and was surprised to see a majority chose engineering. \u201cThis was very different than at UW Bothell, where most of my students want to major in Health Studies,\u201d she said.\u00a0<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

She then created another online poll asking students to name one thing they would need to be successful in their future career. <\/p>\n\n\n\n

\u201cGiven the emphasis on engineering, I thought that students would state they needed math and science content, which, of course, they do,\u201d she said. \u201cBut I was surprised to find that their response was nearly identical to the ones I receive in my U.S. classes. Most of the skills are communication, time management or teamwork. <\/p>\n\n\n\n

This information proved invaluable to shaping the students\u2019 classoom experience. \u201cNone of these skills can be gained from traditional lecture or memorizing chemical formulas,\u201d Lovitt said. \u201cHowever, these skills are ingrained in the POGIL method of teaching and can be taught if the students work in teams during class \u2014 providing an opportunity to learn the content while developing these skills.\u201d <\/p>\n\n\n\n

Thriving in teamwork<\/strong><\/h2>\n\n\n\n

Rather than lecture on course expectations and highlight the syllabus, Lovitt next asked students to work in teams to do a syllabus scavenger hunt and identify the most important expectations. <\/p>\n\n\n\n

\"A<\/figure>\n\n\n\n

\u201cEach team had four members,\u201d she explained \u201cA manager to keep the team on task, a recorder to record team notes on a sheet of paper, a spokesperson to verbally report team results and a reflector who made sure that all students agreed on an answer before they moved on.\u201d <\/p>\n\n\n\n

Prior to arriving in Qatar, Lovitt had been cautioned by other instructors that the students wouldn\u2019t feel comfortable working in teams and didn\u2019t like asking questions in the class, mostly because they\u2019re nervous about speaking in English. <\/p>\n\n\n\n

\u201cI did not have this issue,\u201d she said. \u201cThe students were engaged and enthusiastic. The 75 minutes of class flew by, and we barely had time to finish! I and the students left the class energized and excited for the term.\u201d <\/p>\n\n\n\n

The remainder of the term followed a similar pattern. And day after day, Lovitt saw improvement in her students\u2019 engagement. \u201cThey began to thrive in teamwork and found confidence in their schoolwork,\u201d she said. \u201cI had students who were very shy in the beginning become effective and good at advocating for themselves and their learning.\u201d <\/p>\n\n\n\n

Challenging cultural differences<\/strong> <\/h2>\n\n\n\n

Lovitt\u2019s time in Qatar was not without challenges. Among the most prominent was the separation of male and female students. <\/p>\n\n\n\n

\"A<\/figure>\n\n\n\n

\u201cThis was one of the most distinct differences from teaching in the U.S.,\u201d she said. \u201cThe female building is completely enclosed, and there are signs everywhere noting \u2018only females, except male faculty.\u2019 When students drive to campus, there are male entrances and female entrances. There are female security guards at every female building entrance to ensure that only females or male faculty enter.\u201d <\/p>\n\n\n\n

She admitted that the strict gender separation was at first difficult to accept. \u201cFrom the courses I taught at UW Bothell, I knew of numerous examples where women were kept out of scientific conversations because they were not allowed in male-only spaces,\u201d she said. \u201cGiven my past experiences as a woman in STEM, combined with my American upbringing that separate is not equal, the idea of separate spaces was difficult to embrace.\u201d <\/p>\n\n\n\n

Difficult, she said, but not impossible \u2014 and as time went on, she even began to see some positive aspects. \u201cThis is the first time in my career that I have taught only women. Being in STEM, it\u2019s pretty common for women to be a minority in the classroom, but that is changing. In my undergrad, around 30% of the people in the classroom were female and the rest were male,\u201d she said. <\/p>\n\n\n\n

\u201cFor the first time in my career, I didn’t have to worry about the male to female ratio\u202fin class teams, thus removing one of the barriers to female success in STEM.\u201d <\/p>\n\n\n

\n\n <\/path>\n<\/svg>

For me what matters most is that my students experience a sense of belonging in the classroom . . . to me that is more important than just learning the content. \n <\/path>\n<\/svg><\/p>\nDr. Charity Lovitt, associate teaching professor, School of STEM <\/cite><\/blockquote>\n\n\n\n

Mutual lessons learned<\/strong><\/h2>\n\n\n\n

Lovitt will return to UW Bothell in September 2024 and plans to implement changes to her teaching style based on what she learned abroad \u2014 including adding Arabic examples to her work since subjects such as alchemy (chemistry) and algebra originally came from the Middle East. <\/p>\n\n\n\n

She said she is also committed to being more aware of student culture and customs when designing teams. \u201cFor me, what matters most is that my students experience a sense of belonging in\u202fthe classroom . . . to me that is more important than just learning the content.\u201d <\/p>\n\n\n\n

Just as Qatar University made an impact on Lovitt, she made a difference for her students \u2014 and even other faculty at Qatar University: By the end of her program, some professors were interested in the POGIL method and in trying cooperative approaches to their teaching<\/p>\n","protected":false},"excerpt":{"rendered":"

Students in Qatar, used to one-way lecture formats, thrive using a teamwork-centered approach taught by a Fulbright scholar.\u202f<\/p>\n","protected":false},"author":121,"featured_media":30820,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_is_archived":false,"_archived_contact_email":"","footnotes":""},"categories":[202,253,1],"tags":[],"school":[421],"class_list":["post-30816","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-campus-news","category-global-impact","category-uncategorized","school-school-of-stem"],"acf":{"related_links":{"toggle_visibility":false,"link_1":"","link_2":"","link_3":"","link_4":"","link_5":""},"highlight_box":{"toggle_visibility":false,"title":"","content":"","button":"","button_style":"angled-purple-button","button_screen_reader_text":""},"contact_type_1":{"toggle_visibility":true,"contact_title":"","email":"","phone":"","box":"","address_line_1":"","address_line_2":"","location":""},"contact_type_2":{"toggle_visibility":false,"contact_title":"","email":"","phone":"","box":"","address_line_1":"","address_line_2":"","location":""},"social_media":{"toggle_visibility":false,"facebook_url":"","instagram_url":"","linkedin_url":"","twitter_url":"","youtube_url":""},"blog_archive_sidebar_visibility":false},"yoast_head":"\nLearning by teaching\u00a0 - 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