2. Be Equitable
“Effective online teachers apply equitable methods to promote student access and success while acknowledging institutional obstacles.”
This Principle is an area I was “suspicious” of when I signed up for @One. I teach a course called Intercultural Communication and have a professional level of knowledge about diversity, inclusion, and equity. None of these practices can be learned in a day, or 4 weeks. Equity it is practiced over a lifetime. As a woman of color who can relate with struggles faced by many of the marginalized communities of our students, I always feel anxious when concepts like “diversity” are thrown around as buzz-words, or “culture” is incorrectly used as a synonym for "race."
Gratefully, I found the @One course, “Equity and Culturally Responsive Teaching in the Online Environment” was aware of its limitations, and transparent about the work every teacher has to do in facing their own biases and assumptions, not now but always. There were many self-reflection exercises within this course, however it was all grounded in practice.
As result of being more equitable in my class, I now:
- Offer an equity minded “Teaching Philosophy” in my syllabus. I use empowering language that acknowledges that everyone is juggling many priorities, everyone has earned their spot in the class due to hard work, and everyone has the tools needed to be successful - even if those obstacles and tools look different, peer to peer.
- Below is an PDF version of the Teaching Philosophy I use in my syllabi:
B. Plump - Teaching & Grading Philosophy.pdf- Offer an equity minded “About Me” page. I tell my story, including that time I failed Physics and had to re-take it but it was all for the best, and how I worked 2 jobs to get through college and graduate school. I talk about my heros, like Barak Obama, I share pictures, and I am transparent about my identity. I am honest about the fact that, in order to reach our goals, it takes bravery, resources, and social support. No one can do it alone, and I am on their team!
- Offer more metaphors and analogies. I explain concepts in as many ways as possible. I try to relate all course material to something in daily life, so students see what we are talking about is relevant to each and every one of them.
- For example: Throughout my syllabus, I use sports metaphors to illustrate my role as a coach and team leader, their homework as practice and warm ups, and their assignments and exams as "game day." Below is a screen shot of the opening portion of my syllabus:
- Offer assignment options, where students can “choose their own adventure.” I have assessments where students can pick from three topics, or deliver their answers one of three ways. This allows them to show off their knowledge in a way that best reflects their learning style. By being offered the driver seat, they learn take the wheel on their education, and theoretically their confidence builds. They learn that even as a “student” you should still exercise autonomy, make strategic decisions, and exercise creativity.
- Offer multi-media content with spokespeople from different races, backgrounds, sexual orientations, etc. By having more representation in who I highlight as an “expert” in my field, the more students see that “experts” come in all colors and creeds. Ideally, that inspires them to see the value in their own individual perspectives. “You can’t be what you can’t see,” and I want my students to see themselves, or at least many “others” as possible, as leaders.
- For example: Below is one of my favorite TEDTalks that I assign my classes when I want to start a dialogue about Stereotypes.