JEDI Institute participant videos and examples will be added as permissions are received. Click the hyperlinked titles to view each colleague's description and/or to watch their video.

Relationship-Rich Education and Diversifying Scientists • by Jean Anastasia (Professor of Biology, Ammerman)

Jean Anastasia works hard to develop relationship-rich education for her students, beginning every class with a check in and reaching out often to individual students to better identify and address any concerns or obstacles. In addition, Jean creates and thoughtfully integrates "inspirational investigator inserts" throughout her course content. In her video, she shares resources such as Project Biodiversify and the Scientist Spotlights Initiative that she uses to highlight research by scientists from a diversity of backgrounds while covering regular course content.

Examining Factors That Impact Student Retention • by Gerome Bell (Instructor of Counseling, Eastern)

In his video, transfer counselor Gerome Bell discusses the critical importance of examining the factors that impact student retention, especially among minoritized students. They need, Gerome notes, to feel like they belong here. Gerome also discusses the need to increase representation of Black and Latinx faculty as well as the need to be more inclusive in all matters. Even seemingly little things, like including pronouns in your email signature, can make a big difference.

Addressing Math Anxiety for Minoritized Students • by Joseph M. Bernat (Adjunct Instructor of Mathematics, Eastern & Ammerman)

Noticing students who submitted exams that had answers attempted then completely erased, Joe recognized this as a confidence rather than a competence issue: "imposter syndrome" was preventing some of his students from showing their best efforts. Joe decided to revise his approach to his assessments. Rather than present open-ended mathematical equations, he started posing questions and providing the correct answers right on the exam. The difference, he reports, was "phenomenal," as students worked diligently to show how they could arrive at the solution. Their confidence boosted, Joe saw notable increases in effort and perseverance. In his video, he also shares three strategies for encouraging growth mindset in students, such as not calling on the students who raise their hands first, as that emphasizes speed over accuracy and process.

Authentic Assessment: Transforming Lives, Building Communities • by Trudy Christ (Assistant Professor of Interior Design, Eastern)

“Suffolk County Community College promotes intellectual discovery, physical development, social and ethical awareness, and economic opportunities for all through an education that transforms lives, builds communities, and improves society.” In all of her classes, Trudy works hard to try to fulfill the very public institutional promise made in our official SCCC mission statement. While many faculty focus on transforming students’ lives, Trudy shows how developing authentic assessments in our classrooms can help us also meet the commitment to building communities and improving society as well. How? Her Design III students collaborate with Brighter Tomorrows domestic violence shelter and the Boys & Girls Club to transform their spaces (bedrooms, lounges, main living areas) based upon their coursework. Read the students’ feedback on Trudy's JEDI Share page and you too will feel the impact of authentic assessment.

Classroom Contracts, The "Ouch Rule," and Other Student Engagement Strategies • by Caitlin Compton-Almo (Assistant Professor of Human Services, Ammerman)

In the video linked from Professor Compton-Almo's JEDI Share page, she describes a handful of strategies that are applicable to a range of disciplines. Human services is a relatively small department, and students often find themselves working together through SCCC, toward their four-year and graduate degrees, and even become colleagues soon thereafter. Caitlin tells them that she looks forward to working with them as professionals in the near future and relies on these JEDI strategies not only to ensure a better student experience but also to model smart techniques for their future careers. The techniques described in this page and video, however, can help ensure much fuller student engagement across the disciplines.

Working to Reassure Every Student That #YouBelongHere • reported by Joan Cook (Instructor of Library Services, Ammerman)

During the summer sessions of our pilot project in 2021, a group of nonclassroom faculty and administrators put their heads together to brainstorm ways to make the college more JEDI outside of the classroom. Given the nature of their various roles and initiatives already in the works across the college, this intrepid group developed ways to enhance current projects in a deeper, more collaborative fashion. Visit their JEDI Share page to learn more, as librarian Joan Cook reports on their activities on behalf of the group. 

Creating Spaces for Open, Respectful Dialogue in Difficult Conversations • by Carl Coulanges (Assistant Professor of TV/Radio, Ammerman)

Carl Coulanges knows that conversations about diversity and representation can be difficult, but he strongly encourages the creation of more safe spaces where faculty and students can engage in open yet respectful dialogue, such as with the course he recently co-taught called Gender and Race in Communication. Students need voice to express their opinions on issues like race and gender, Carl says; they need more spaces that serve as a "no judgment zone." Only with such openness and honesty can we manage such difficult conversations. In his video, Carl discusses his Gender and Race in Communication class as well as the media-culture conversations that arise in his Issues in Broadcasting class. 

JEDI Sample Syllabi • by Misty Curreli, PhD (Associate Professor of Sociology, Eastern), Jennifer Browne (College Associate Dean for Curriculum Development), and Cynthia Eaton (Professor of English, Eastern)

We are developing drafts of sample SCCC syllabi that incorporate JEDI principles, including a mindset of helping students understand what some college jargon means as well as a welcoming and encouraging tone so students know that we are here to help them succeed. These are presented based on the five course modalities that we have at SCCC, since modality impacts how attendance is taken and how the weekly schedule of assignments might look. Plus, we think it's important for students to understand what each modality type means for their class participation. Check them out and give us your feedback!

What I Wish More Faculty Knew about Financial Aid and the Role You Can Play to Help Protect It • by Jared Dowd (Associate Professor, Counseling)

Jared Dowd is so dedicated to helping our most deserving students maximize their financial aid packages, he is constantly looking for more ways to engage in intrusive advising. He does not want any student to leave even an extra dollar on the table. In his JEDI Share page, Jared shares five specific the things he wishes more faculty knew about financial aid so that we can better ensure students have the means to enroll at SCCC and, more importantly, stay enrolled. 

Requiring Not Only Public But Private Class Introductions • by Cynthia Eaton (Professor of English, Eastern)Like many, Cynthia Eaton uses a public class introduction as an icebreaker early each semester to help students get to know one another. Several years ago, she started asking students not only for a public but also a private class introduction. The public one is for the entire class to view and respond to. The private introduction—using index cards in on-campus sections and the private Brightspace discussions feature in online sections—has been transformative in terms of understanding of students' identities, joys, and challenges; respecting their chosen names and pronouns; and assisting when students have things in their lives that might prevent their fullest participation in class. The private Brightspace discussions feature has made an enormous difference in what students share, both at the semester's start and at mid-semester.

The Brag Sheet: Help Us Help Students Earn Scholarships • by Tom Law (Associate Professor, Student Affairs)

Tom Law has worked diligently over the years to promote scholarship opportunities for SCCC students, whether they are just coming to the college, currently enrolled, or ready to move on to their next destination. Tom describes some of the work he does to promote scholarships and shares several ways that colleagues can help our most deserving students earn valuable scholarships—including a link to a very handy brag sheet that can make it easier for faculty when writing letters of recommendation. 

Shining a Light on Diversity: Scientist Spotlight • by Scott Mandia (Professor of Meteorology)

Like Jean Anastasia, students in Scott's MET103 Global Climate Change course also engage in a scientist spotlight project. Scott provides students with a curated list, from which they choose four scientists and answer a set of questions about those experts. Students realize that these experts look like them and like some of the same things that they do. This helps students to realize that, yes, they could also be a scientist and, even if not, scientists are not all white men in lab coats. Scott loves reading student submissions and notes that this kind of project can be scaled to any area of study as long as the faculty member is willing to reach out to their subject-area experts and ask them to volunteer. Scott's JEDI Share page provides the assignment itself as well as a sample student response.

What Do Black Lives Matter and "Don't Ask Don't Tell" Have to Do with Math? • by Nicolas Pestieau, PhD (Professor of Mathematics, Eastern)

A common sentiment from professors in STEM disciplines is that they cannot do anything "JEDI" because there is just so much content to cover. Nicolas Pestieau shows a variety of ways by which he integrates diversity and representation into his classes as well as issues of equity and social justice. Nic shows here how being "JEDI" doesn't mean tacking on anything extra that would cause you not to cover your essential course content; instead, you can incorporate these elements simply through mindful selection of examples. 

Teaching, Like History, is About Considering Different Perspectives • Jim Swike (Adjunct Instructor, History)

Jim Swike's JEDI strategies may sound simple but they have a profound impact on students, especially first-generation students and those who feel uncertain about being in college. He relies on a variety of techniques that help make his classes not only more enjoyable but also model how strong, smart adults engage in what might be difficult conversations about historical and political conversations. Jim's JEDI Share page also offers some effective tips for building in extra supports for our students to better ensure that all students have the best opportunity to succeed. Ultimately, he says, it's all about being kind and being respectful of everyone in our classes.

Avoiding Academic "Double Jeopardy": Exam, Attendance, and Academic Integrity Policy Changes • by Justin Turner, PhD (Associate Professor of History, Eastern)Justin Turner's experience as an undergraduate is very different from that faced by SCCC students today. Early in his teaching career, he recognized that today's community college students have different needs and revised three of his classroom policies to improve perseverence, retention, and academic success in his history classes. In Justin's JEDI share page linked above, he describes how he came to realize the kind of "double jeopardy" SCCC faced with his old policies and outlines how and why he revised them for a more just, equitable, and inclusive classroom.