Practice Equity
Presence + Equity = Learning Community
The Stanford Social Innovation Review defines equity like so: "It is about each of us getting what we need to survive or succeed—access to opportunity, networks, resources, and supports—based on where we are and where we want to go." Each of us getting what we need to succeed based on where we are and where we want to go. The Review continues, "Nonet Sykes, director of race equity and inclusion at the Annie E. Casey Foundation, thinks of it as each of us reaching our full potential." These two statements capture the culmination of the application of equity in education; without equitable practices in place, students will struggle to achieve their best learning.
Equity and its role in closing the achievement gaps is listed as a community college-wide goal by the Chancellor's Office, with a goal to eliminate the gaps completely by 2027. That's how important equity is and how much better our institutions of learning and we as educators can do to apply equitable approaches in our classes. Following a teaching practice of equity, like being present, is a multi-faceted endeavor. One of the strongest approaches to apply equity is to "reach students where they are"--one of my longest standing principles of teaching.
Where I was
Subconsciously practicing. Because I had this underlying principle of teaching whereby I sought to reach students where they are, I applied equitable methods in several respects before taking the course Equity and Culturally Responsive Teaching and Learning. I know my students' names. I ask them how they're doing. I adapt coursework to their interests and goals. But after taking the Equity and CRTL course and other @ONE courses, I learned to be more conscious of equity and that I could improve my practice in a number of key ways.
Where I am
Intentionally practicing. My practice of equity has gone from the naturally equitable approach I instinctively practiced to a more conscious, intentional practice of equity. After taking @ONE courses, I learned ways that I can make my courses more equitable and thereby help to reduce the achievement gaps that are especially felt by online students. These key ways include involving students in creating course content, from rubrics and goal statements to samples and finished projects, in alignment with the goals of Open Pedagogy. They include adoption of Open Educational Resources, such as reading and writing handbooks and tutorials, open source fiction and non-fiction texts, and multimedia sources such as YouTube. And they include making the experience of learning less intimidating or threatening by encouraging students to connect, be present, and be heard.
Where I'm headed
Optimistically focused. I continue to learn and improve upon my practice of equity. As a member of my college's Faculty Learning Community and soon-to-be Online Equity effort, I'm learning more and collaborating with my colleagues to reduce equity gaps in my own classes and across campus. I continue to build upon the Canvas platform to put each individual student at the center of learning, while, at the same time, designing activities for students to connect to their peers and with me to create a learning community.
To see a few examples of practicing equity, click the Examples link below.
