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Students find purpose in their learning process when they can connect with the instructor, and when learning objectives and the course content connect with their personal experiences. Applying equitable methods promotes student access and success while acknowledging institutional obstacles. This principle addresses learning barriers in the online learning environment and introduces effective practices to improve equitable outcomes across disciplines, moving us toward equity-minded online classrooms that are welcoming, supportive, and student-centered.
This principle enables:
- Developing culturally aware course content and assessments, and inclusive pedagogies
- Supporting students as they navigate institutional expectations while enhancing their digital literacy
- Improving students’ sense of belonging and increasing engagement
- Building capacity for creating equity-minded institutions
- Aligning online teaching and learning to college success plans
Reflections
Reflections
Where I was.
Where I was.
As a gay, Asian, cisgendered male, I automatically assumed that I had a clear understanding of equity and diversity. After the first week of the Equity & Culturally Responsive Online Teaching class, it turns out that I had many equity and diversity blind spots to address. I often thought of diversity in terms of race, but I quickly learned that there are several types of diversity and that each student comes from a variety of backgrounds, experiences, and journeys.
Where I am.
Where I am.
The biggest challenge that I had to face was looking at my class through the lens of a first year, first generation college student. The students in this category may not have support in a variety of different areas. It's important to recognize and empathize with the challenges that students face. I am trying not to add to the burden, but rather to inspire and encourage students to believe in themselves and pursue their dreams no matter what background they come from.
Where I'm headed.
Where I'm headed.
The textbook for my current class is too outdated for our Curriculum Committee. This presents a great opportunity to overhaul my entire course and integrate the concepts of equity, diversity, and inclusive language to not only increase the retention rate in my class, but also leave students with a sense of empowerment and caring.
I plan to use more Classroom Assessment Techniques (CATs) in my class to add an element of self-reflection for my course. I experienced "The Minute Paper" as a self-reflection in one of my online classes at my San Jose State University certificate program. The feedback is valuable for both the student and the instructor. The student can gauge their own growth and learning while the instructor can spot the student's progress in the class.
Examples
Examples
I created a student-friendly online syllabus using Google Sites to make the experience more engaging compared to my old, static Word doc syllabus. I tested the syllabus with screen reader software, added alt tags for accessibility, and also "softened" the language to be less "top-down" and more inclusive and friendly.
The Equity Action Plan I created during the course will allow me to plan my move towards improving equity and diversity in my class. One of the things that I would like to do is shift from a fixed mindset to a growth mindset so that my students do not feel limited by academic hierarchies, authoritative structures, and preconceived expectations. I also want to include more self reflections as I believe this is a great opportunity to experience growth.
The Classroom Assessment Techniques will provide an avenue for students to reflect on their own growth and learning. I am particularly drawn towards the Minute Paper and the Muddiest Point. The Minute Paper allows for the student to express themselves in a free form environment while providing the instructor indirect feedback on their progress. The Muddiest Point would uncover concepts that I may need to review during my class in order to reinforce or clarify the concept.
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