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Community college students are more likely to come from underserved populations and are inclined to feelings of self-doubt in academic settings. When learning online, our students need to know they have an instructor who cares and is there to support them, and that they are part of a vibrant learning community. Effective online teachers mindfully cultivate their presence at the course level and one-on-one with students. These interactions foster a relationship based on trust, which is the foundation of a learning community.
Reflections
Reflections
Where I was.
Where I was.
Prior to taking Equity and Culturally Responsive Teaching, I understood the importance of meeting my students where they were as opposed to making them come to me all the time. I learned their names. I checked in to see how they were doing, crafted and adapted course work to their interests, and goals. I tried to understand and address the underlying issues that created late work, missed assignments, and difficulty succeeding.
After taking Equity and Culturally Responsive Teaching, I had tools that helped me develop policies and processes that laid the foundation for equity to flourish in my courses.
Where I am.
Where I am.
I have since adapted the language of my policies from the no nonsense, rigid style I thought I was suppose to have to a more welcoming. warm, and inviting. I like that my tone now reflects my student centered teaching philosophy.
I also now use a liquid syllabus for each class, so students can access it outside of the walls of Canvas. I think it's far more inviting than the word doc syllabus I would send out in my welcome letter.
Where I'm headed.
Where I'm headed.
To continue my equity minded work, I continue to attend workshops and seminars focused on closing the achievement gap. I also collaborate with other faculty and staff on assignments, policies, and practices that put equity at the forefront of our work.
I am still working on transferring performance based classes to an online setting and maintaining the equity in that space. I try to use Universal Design in everything I create, so that all students benefit from ease of use.
Examples
Examples
Liquid Syllabus
Liquid Syllabus
In addition to a more traditional syllabus, I also use a liquid syllabus that students can access outside the confines of Canvas.
I altered the language of both my syllabuses to be more engaging, inviting, and welcoming. I removed the rigid, academic language and changed it to something that is more in my own words. I also included information about myself, my teaching philosophy, and campus resources for students needing assistance either from DSPS or Tutoring to access to showers and our food pantry.
This is one of the changes I've done since taking my @ONE courses that I'm really proud of you. I've included the Introduction to Theatre liquid syllabus, in case you would like to see more of it.
Teaching Philosophy
Teaching Philosophy
My teaching philosophy used to be filled with a lot of jargon and buzz words because when I wrote them they were for job applications. When I finally wrote a philosophy that students could read, everything changed.
My teaching philosphy now is about connection, student ownership over their voice and creative, and creating space for students whether in person or digitally.
I hope my students fill the safety and freedom I try to provide in my teaching philosophy.
Language Changes
Language Changes
Former LATE WORK POLICY
Assignments submitted after the due date will receive reduced points by 10% per calendar day late.
Quizzes cannot be taken late, however there are opportunities to receive extra credit to make up points lost.
Arrangements and extensions can be arranged if approved ahead of time, but there is no guarantee that arrangements or extensions can be made after the due date. These after the fact arrangements and extensions will be determined on a case by case basis.
Prepare alternatives to technological and connectivity issues that may arise unexpectedly (such as emailing assignments instead of submitting on canvas, planning for wifi sources, etc) as these are not acceptable reasons for extensions
The New Late Work Policy
The New Late Work Policy
As students we anticipate that we’ll get our work done and submitted on time, but sometimes that doesn’t happen. I too have been the student who turned in an assignment or two late, and even though it didn’t feel great at the time – I got the work in, passed my classes, and now they even let me teach. How’s that for success?
What can you and I do to best avoid the late work situation? I have some ideas:
What can you and I do to best avoid the late work situation? I have some ideas:
- At the start of each week, you’ll find a Weekly Planner that has your due dates for that week. Take a peek at this, and try to plan your week accordingly. I’ve tried to keep the weekly due dates relatively consistent throughout the course, but sometimes they may be different. Make sure to take a look!
- Going on a trip to your Aunt Edna’s with the spotty Wifi and you’re worried about turning in your work? Let me know!
- If you know ahead of time that you’ll be unable to turn in work on time, please shoot me a message on Canvas or the Remind App. We can work together to take care of those assignments and keep you up to date in class (and Aunt Edna).
- Sometimes the internet just doesn’t work. Do you have a plan on what to do if your WiFi doesn’t work, or if your phone runs out of data? Before you get started on this class consider where, when, and how you plan on submitting your assignments for class, and what your alternatives are.
So what should you do if you have unexpected late work? Two things:
So what should you do if you have unexpected late work? Two things:
- Turn it in! Assignments submitted after the due date may be reduced by 10% per calendar day late.
- Either in a message on Canvas, or as a comment on your assignment – let me know what caused your assignment to be late. You don’t need to make up anything out of this world. It can be as simple as “I forgot when it was due,” “I had to work more hours than I thought this week,” or even “I’m having trouble understanding the assignment.” This won’t affect your grade. I just want to know what happened and if there’s a way I can help you in the future.
My previous policies were rigid, unwelcoming, and cold. Now, I write policies that are more welcoming and with possible solutions. I let my students know that I'm a human too, and I've experienced turning in late work.
I offer them opportunities to make up work, and that late penalties are possible but not a solid rule. I think my new language is more compassionate and encourages students to do their best while working with me. We are a team.
I also properly use Headings and subheadings in my "after" Late Work Policy to make the text accessible for screenreaders.
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