Equity-Minded Online Teaching Showcase
Laura Rapozo-Davis, Communication Studies Professor, Butte College
This site provides examples of instructional resources created in the Humanizing Online Teaching Academy, a professional development program at Butte College, funded by the Culturally Responsive Pedagogy & Practices grant from the California Community College Chancellor's Office.
Reflections
Where I was.
As an instructor who has been learning about equity-mindedness in teaching and beyond for the past decade, my focus has mostly been on structural and institutional issues that lead to inequalities for faculty, staff and students. And while I have been learning about how to make my classroom space a more equitable and culturally response space... mostly it has been in regards to the physical classroom with my face-to-face students.
Where I am.
My online teaching philosophy has been to try my best to translate the magic that happens in the classroom to my virtual learning environment, but that is difficult to do in many instances. Now after this class I have many more tools to do so! I have learned new techniques to "put-a-face" to the online work space and to connect with my students asynchronously. I am inherently involved in my online classes and students have indicated that they appreciate it, but my actual "face" is missing.
Where I am going.
My plan is to periodically include video comments for feedback to students as well as in short announcements. In addition to my welcome announcements and orientation materials, I am also excited to use my liquid syllabus and introduction bio video in my online courses to increase my presence in the class. And while I do include video/voice assignments, I am going to try to create more non-text based assignments. All of these new additions will help to create a more equity-minded virtual learning environment; one where students feel connected to me, the material and each other.
Liquid Syllabus
My liquid syllabus is a starting point for my asynchronous relationship with my students. It illustrates to them that I am ready to be in this learning experience with them and that their participation is key to our collaborative learning environment.
Course Card
The image in this course card first and foremost illustrates a small group of people who are seemingly excited and happy to be working together; thus, nicely exemplifying positive, effective interpersonal communication (the overarching objective of the course). In addition, and just as importantly, it includes students from different cultural backgrounds, evidencing that all students of varying experiences, values, identities, etc. are welcome in this class. Equity research clearly shows that using varying images to represent many different folks in our learning materials helps with developing a cultural response learning environment.
Homepage
My homepage is simple, yet creative. It includes all the elements necessary to get students started in the class. It is humanized by the inclusive image at the top and information about how to connect with me. As well, there is a theme of Butte College colors! Go Roadrunners!
Getting to Know You Survey
This "Tell me about you!" Survey indicates to students that I care about connecting with them; it shows them right from the start that their success in this course is important to me. It is also a good cue that we are in this learning process together; it establishes a collaborative learning environment. I am going to be there to help... right from the start!
Wisdom Wall
This Wisdom Wall is a creative activity for students to provide future students with tips and techniques for successful online learning in my course. It allows students to share their knowledge and experiences, which is an equity-minded approach to teaching and learning.
Bumper Video
This video helps to explain the difference between "proxemics" and "territoriality." Students often confuse the two concepts because they are both non-verbal communication elements that are related to "space." But they are not synonymous. And while these concepts are fully explained both in the textbook and VoiceThread presentation, hopefully, this quick video will hopefully help to solidify that they are not synonymous.
Microlecture
This micro-lecture will provide instruction on the first section of Chapter 7 in the course. The objective is to help students understand the theoretical nature of listening (the practical skills and instruction are later in the chapter) and its definition. Because this five minute informational video is short, it is a quick reference for students as they prepare for their quizzes and assignments in this learning module. These mini-chunks of information are easier for students to digest.