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Principle #2: "Effective online teachers apply equitable methods to promote student access and success while acknowledging institutional obstacles.
Principle #2: "Effective online teachers apply equitable methods to promote student access and success while acknowledging institutional obstacles.
@ONE's Equity and Culturally Responsive Teaching
@ONE's Equity and Culturally Responsive Teaching
In this @ONE course, we spent a great deal of time class unpacking our own privileges and biases, noticing how they might creep into our teaching. I learned that something as subtle as the tone in our syllabus has the potential to alienate students from Day 1. When I looked over my syllabus, I was floored at the harsh tone I was employing, and realized this was NOT reflective of my teaching philosophy and style. So, I made some serious revisions and attempted to use language that was warm and inviting. I also included a diversity statement- and put a lot of thought into it. When it came to course policies, I ditched the strict, no-nonsense tone, and replaced it with language that felt fair. I want students to know that though I have high expectations, I am also approachable, but most importantly, I am invested in their success and well-being. See an example of my before and after "Online Attendance Policy" below.
In the online environment, attendance is measured by engagement with course activities such as discussion forums, quizzes, assignments, and projects. For our course, students who do not complete any course activities over a three week period can be dropped from the course.
It is always the responsibility of the student to drop the course. Not logging in to the course site does not communicate that you are no longer wishing to stay in the course, nor does it guarantee that the instructor will initiate the drop.
If you have questions about this policy, please send me an email at ccohen@peralta.edu.
In the online environment, attendance is a little different than in a face-to-face course. So, how can I tell if you are present in our online course?
I can tell you are here if you are engaging with the course activities such as discussion forums, quizzes, assignments and group projects. I will check in with you consistently throughout the semester to help you stay on track, meet the deadlines, and cheer you on. If you don't log in over a three week period, I might assume that you aren't interested in the course anymore (which is totally ok) or something has come up. In this case, our college policy requires that I drop you from the course.
I understand that factors beyond your control can interfere with your ability to participate. I hope you will feel comfortable letting me know if any issues arise, so I can be sensitive to your needs and we can figure out a plan to make sure you succeed in the course. If you have any questions at all about this policy, feel free to send me a message in Canvas or email me at ccohen@peralta.edu.
How can can we create an environment in which each person feels safe and thus empowered to learn? On my end, I intend for students from all backgrounds and perspectives to be valued in this course. I believe the diversity each one of you brings to this classroom is an incredible, strength, resource and benefit. It is my intention to present materials that are respectful and inclusive of different genders, sexualities, abilities, ages, religions, socioeconomic statuses, ethnicities, races, languages and cultures.
On your end, I ask that every member of this show respect for every other member of this class. And that you listen to each other. We will come up with some strategies for creating a safe and respectful environment together as a class .
Know that I welcome and appreciate your suggestions. Feel free to share ways I can improve the effectiveness of the course for you personally or for other students or student groups. In addition, if any of our class meetings conflict with your cultural or religious events, please let me know so that we can make arrangements for you.
In the 4-minute video above, I demonstrate how I set this activity up and what it looks like. Check it out!
An Equitable Ice Breaker Using Google Maps
An Equitable Ice Breaker Using Google Maps
I have always enjoyed icebreakers as a way of helping students feel more at ease and overcome first day jitters. But how do you translate this online?
I was excited to be asked to showcase one of the icebreakers I use each semester on the @ONE website! In the video to the left, you can see how I set up this ice breaker and my rationale. Below, you can see the description written out.
Ice Breaker Description
Ice Breaker Description
In the icebreaker I adapted from my colleague, Anna Cortesio, I ask students to complete a two-part activity in Google Maps and in a Canvas discussion. First, I ask students to open up the Class Map in Google Maps and place a pin on their hometowns. Once they drop the pin, they are prompted to add a photo of the location and write something meaningful about their hometowns in the description box. Part 2 takes place in the discussion. I embed the Class Map into Canvas and students take a tour, viewing each other's pins, photos, and captions. Then, they share what they learned from their classmates, what they had in common, or asked any follow up questions.
At the onset of the course, I want my students to know that I value their unique lived experiences. This activity allows them to get to know each other and recognize the diversity that each student brings is a strength and a resource.
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