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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.
My ECRT badge can be verfied here
Reflections
Reflections
Where I was.
Where I was.
Although I was aware of the socioeconomic diversity among community college students, I had no idea that my syllabus and assignment instruction word choices could have an effect on equity.
Where I am.
Where I am.
After taking the @ONE Equity and Culturally Responsive Teaching course as well as attending several seminars over the last 2 years, I tried to incorporate as many equity promoting tips as I could into my newly designed courses, which also included an OER Nutrition course.
Where I'm headed.
Where I'm headed.
As I continue to learn from my mentors and peers, I will continue to update my online courses with better wording, additional activities and techniques to promote student equity. Additionally, I volunteered to be a collaborator on the CCC-OER-Nutrition-textbook Grant.
Examples
Examples
This video gives you a quick overview, how I have been trying to promote student equity in my online courses.
ACOTD Equity Syllabus excerpt.pdfNew & Improved Syllabus Segments
New & Improved Syllabus Segments
This is an excerpt of one newly created syllabus (after taking @ONE's ECRT course); although there is still lots of room for improvement, I tried to incorporate a 'milder tone' than found in most standard syllabi.
Grading Pie Chart from one of my online Nutrition courses.docxBalancing assignment points to promote Equity
Balancing assignment points to promote Equity
In order to promote equity, I am balancing my assignments:
Repeatable Quizzes and Exams are approximately 50 % of the grade, whereas the other 50 % is Assignments. In order to promote equity, I changed these in the past year: instead of 45%, I now have only 30% college-level academic writing assignments (discussions and part of the Term Project), whereas 20% are assignments that require lower level writing competency.
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