2. EQUITY

Prior to completing the Equity and Culturally Responsive Online Teaching through @One, I considered myself an inclusive instructor who not only taught with a culturally responsive lens, but also provided a safe space for students to feel empowered in my courses. While I still feel that I am that instructor, I was reminded that being a culturally responsive instructor is not enough to provide an equitable classroom that promotes student success. This course allowed me to assess my teaching practices and curriculum, and it motivated me to be better. I learned that my tone, presence, and teaching philosophy are instrumental in student success. This course also provided new ideas on how I can best support student success while acknowledging institutional obstacles.

During the Equity and Culturally Responsive Online Teaching course, we were asked to “dig deep” and truly reflect on our teaching practices and how they contribute to student success. One of the first projects assigned was to review our syllabus and assess the language and information we provide students. I was always under the impression that a syllabus needed to be similar to a binding contract; therefore, I wrote it as such. I had utilized language that was penalizing rather than asset based. I had listed minimal student resources, and quite honestly, my syllabus was far from being equity minded. I was both challenged and motivated to redesign a syllabus that truly demonstrates my commitment to equity and student success. I believe that my syllabus is now learning-centered and has been redesigned to eliminate stressors. The syllabus also includes my teaching philosophy and sets a more welcoming tone while conveying course expectations as clearly as possible. Additionally, I also created an online syllabus so that students can access course information whenever needed. I will continue to use OER material as well as a ZTC textbook, and I am committed to continuously updating course curriculum that is culturally responsive and equity minded.

After completing the Equity and Culturally Responsive Online Teaching course, I felt inspired and liberated. Redesigning my syllabus was one way of breaking down institutional barriers that negatively affect students. I am motivated to make additional changes and plan to implement them this upcoming fall when I teach Career Planning online for the first time. I plan to create and utilize career planning tools that supplement the OER/ZTC textbook that I am already using. The tools will focus on self-assessment, résumé building, and career exploration. Since I work for a Latinx program, and I have many English Language Learner students, I plan to translate some of the more challenging course material that I utilize. I also plan to create some introduction videos in Spanglish/Spanish. Lastly, I plan on telling “my story” more often. During my educational training, I was advised to keep my personal life as private as possible, and after reviewing the fundamentals of culturally responsive teaching, I now know that I cannot be a change agent without sharing my journey in higher education as a first generation Latinx student. Going forward I want every aspect of my course to reflect my commitment to the success of my students.