Apr 21 Sessions

Description

Members of the Peralta Equity Team will share how they developed the Peralta Equity Rubric and Online Equity Training; how they started their district-wide Equity Initiative; and how this effort has impacted them (as teachers) and their students.

Outcomes

• Explore how ASU Online has leveraged the Peralta Online Equity Rubric to enhance design standards, course facilitations practices, and workshop offerings.

Description

Participants will review some of the design standards that have been improved to increase equity and inclusion within online courses through design. We'll share the specific standards as well as how we've adapted them to identify baseline met vs exemplary met design standards. We'll also share the best practices we promote in online teaching, which have also been enhanced to more fully support diverse learners. Last, we'll share a few additional workshops and efforts we are promoting to help increase quality, equity, and inclusion within online courses.

Outcomes

• Describe challenges for equity & inclusion in online Career & Technical Education (CTE) courses

Description

The session will review the status of online learning in CTE instruction, the current availability of Open Educational Resources content and materials, and the challenges for equity and inclusion. Presenters will share research details from a special grant project that seeks to improve equity and inclusion in CTE online instruction. The session will include a free-exchange conversation on what attendee campuses are experiencing regarding equity and inclusion in their CTE programs.

Outcomes

• Articulate the basics of the In-Classroom Use Exemption, the TEACH Act, and Fair Use.

• Explain how copyrighted material can be incorporated in a legal way in the classroom

• Identify the most common types of materials that can be characterized as "Open"

Description

More than 1 out of 4 California Community College students have dropped out of at least one class every semester because they could not afford the textbook. The high cost of materials doesn't just affect our most economically disadvantaged students, it disproportionately affects our students of color. In this session, faculty will be introduced to the basics of copyright and the different types of open materials one can incorporate for use inside and outside the classroom.

Outcomes

• Participants will demonstrate knowledge of and apply the Windows & Mirrors Theory as a DEI teaching and learning strategy.

Description

Students are diverse, so too, are the learning styles, readiness, motivation, and life experiences those students bring to our classrooms. Adapting the Windows & Mirrors Theory offers a unique teaching opportunity to humanize learning.

Mirrors (reflections of one's own self/experience) and windows (opportunities to view a different perspective/experience) challenge students to connect to the material in a deeper, more authentic, and uniquely personalized manner.

Contrasting the polarizing environment in which many of our students live, the beauty is that this framework is not binary. It does not focus on just the either/or, but instead cultivates a rich middle ground where often it is not one or the other, but both. It's not “Are we the same/different?” but “How are we the same and what can we learn from each other?”

This humanistic teaching/learning strategy can be applied to a variety of disciplines, as well as across diverse content and course delivery methods, resulting in more open and inclusive education for all involved. A variety of LMS tools and features will be highlighted for their potential support of this teaching & learning approach.

This presentation will be interactive, allowing participants to apply (and individually reflect upon) the theory through presenter-led active learning exercises. Attendees will leave with the knowledge and skills needed to implement this teaching strategy in their own classes.

Outcomes

• Outline how the University of Arizona Global Campus DEI course audit rubric can increase DEI representation within a course.

Description

The Course Diversity, Equity, and Inclusion Audit Rubric was created so that the University of Arizona Global Campus (UAGC) could critically assess how UAGC demonstrates and exhibits Diversity, Equity, and Inclusion (DEI) within its online courses. The intent of this rubric is for UAGC to develop a greater consciousness regarding DEI issues within its curriculum, so that UAGC may celebrate its DEI achievements as well as understand its DEI shortcomings. Using this rubric, a faculty reviewer can explore all aspects of a UAGC course (i.e. textbook, lectures, assignments, images, etc.) to evaluate how much DEI representation that course manifests. Additionally, this course audit rubric is used to facilitate a dialog between a course “owner” and an external reviewer, whereby both can compare their notes and views on how DEI is or is not represented within a specific course. The impetus and foundation for this rubric is derived from UAGC’s Diversity, Equity, & Inclusion Statement and Institutional Learning Outcomes. This rubric is intended for individual course review only and not to address programmatic or faculty teaching issues. UAGC’s tentative goal is to have all its online courses periodically reviewed using this rubric.

Outcomes

• Gain awareness of and access to an Inclusive Pedagogy Rubric

• Gain awareness of proactive methods for inclusive course design and delivery

• Gain access to resources and exemplars for creating a more inclusively designed and delivered course

• Gain awareness of related efforts by co-participants through session dialog

Description

This interactive session will introduce the Purposeful Learning Framework and how it serves to inform course design and delivery that creates effective learning experiences for the greatest number and diversity of learners. Discussion will begin by establishing that DEI efforts do not belong to one office or entity on campus, but rather are something critical to be mobilized through creating more inclusive learning experiences where all students see themselves as belonging, represented, and destined to succeed. Presenters will specifically demonstrate 5 principles for inclusive teaching and learning: Reflecting on one’s beliefs to maximize self-awareness and commitment to inclusion; Fostering a class climate of belonging; Setting explicit student expectations; Selecting course content that promotes diversity; Designing all course elements for accessibility (adapted from Columbia University). Presenters will emphasize critical course design and delivery aspects that proactively foster diversity, equity, and inclusion while increasing student success and closing equity gaps. It should be noted that all this is done without changing the course learning outcomes. Participant sharing, input, and engagement will be fostered using multiple in-session active learning techniques. At the conclusion of the session, participants will be provided access to the Purposeful Learning Framework and a wealth of related resources demonstrated in order to enable their efforts to create the most inclusive learning experiences for their students.

Outcomes & Descriptions

Please see the Poster Sessions page for the Outcomes and Descriptions for each of these poster sessions

Each poster presenter will give a brief summary of their pre-recorded poster presentation, then will have time to solicit feedback and answer questions. We will continue the conversations about each session asynchronously!

Outcomes

• By the end of the presentation participants should be able to discuss the utility of the proposed framework for examining equity issues in higher education.

Description

The presentation proposes an expanded framework for mapping equity gaps among students in higher education institutions. Using data from a two year public college, the presentation will demonstrate how equity gaps among students occur at three different stages of the student's academic journey. The goal is to show that equity gaps are multifaceted in nature and occur at multiple levels. Therefore, to properly address these gaps, institutions must first undertake a comprehensive mapping of the equity landscape.

Outcomes

• Outline a departmental process for course equity feedback through internal review teams

• Discuss elements of inclusive teaching that can be assessed from written course materials

• Apply the provided rubric to example courses and practice giving targeted feedback

Description

Many instructors recognize the need for more inclusive and equitable course design. However, the need to change and how to accomplish this may be overwhelming without further insight and advice. The curriculum equity review in the Bioengineering (BIOE) department at Stanford University aims to characterize the state of inclusivity and equity across many courses. This curriculum review provides a more standardized take on a course through a rubric assessment of provided course materials including Canvas course site (our learning management system), syllabi, assignments, and lecture topics. Our Course Design Equity and Inclusion Rubric applies multiple frameworks of inclusive/equitable course design (e.g. culturally responsive teaching, universal design for learning) to identify what our courses are currently doing and what they can improve. Reviewers offer actionable suggestions based on the substantial literature in learning sciences. By reviewing recent course iterations, we can identify areas of improvement to promote equity in the educational experience for all of our students.

Outcomes

• Evaluate the role of emotions in learning.

• Examine the impact of cognitive underminers including stereotype threat and belongingness uncertainty.

• Identify how a Liquid Syllabus serves as a kindness cue of social inclusion that restores students' cognitive bandwidth.

• Identify tools you may consider to create a Liquid Syllabus.

Description

Humanized online teaching is informed by equity-driven research and learning science that focuses on fostering positive instructor-student relationships as the foundation for academic success. In a humanized online course, relationships are leveraged as motivational fuel, inspiring rigor through empathy. Weeks 0-1 are a high opportunity zone for humanizing your online class! A Liquid Syllabus – a public, mobile-friendly, welcoming webpage topped by a brief, imperfect welcome video – is a humanizing element that serves as a kindness cue of social inclusion before an online course begins. It positions you as a partner in your students' learning, diversity as an asset, and demystifies how to be successful. In this session, Michelle will unpack this topic and prepare you to create your own Liquid Syllabus.

Outcomes

Participants will be able to:

• Describe why the academic information landscape lacks diversity

• Describe how open education can increase diversity and inclusion via the curriculum

• Adapt one of the research assignment templates provided to deepen students' knowledge of the struggles of marginalized groups

Description

What is information injustice and how does it relate to equity? Professors and librarians share the common goal of making our institutions welcoming to students from marginalized communities, and yet data tells us we still struggle to retain or graduate students from these groups. To what extent can we increase equity via the curriculum? That is, from textbooks to the information in our libraries? In this presentation I will identify a problem I call information injustice and provide examples of racist and disinformation found in academic literature.

The term information injustice comprises the relative absence of certain voices (BIPOC, Indigenous, immigrants, LGBTQ, and others) in the academic information landscape, as well persistent and outdated faulty narratives about these groups and their history. This presentation will draw on the work of Paulo Freire and Antonio Gramsci to investigate how our curricula, textbooks, and even library collections unwittingly perpetuate information injustice. We will look beneath the surface of even academic sources and discover reasons why the undergraduate curriculum so rarely questions systemic racism and other damaging isms.

For a solution, we will look at how librarians and professors can work collaboratively to disrupt the faulty narratives embedded in our institutions as well as to promote the voices of marginalized groups. To this end I offer thirty-four adaptable assignment templates, the result of a sabbatical investigating how engaging students in critical and open pedagogy assignments can address problem of information injustice, valorizing and publishing the voices of the marginalized.

Outcomes

• Define constructivist theory and universal design and apply to higher education learning environments

• Explore a toolkit of universal design strategies that can be used to support a variety of students

• Review accessible technologies and a list of free accessibility solutions

Description

This presentation will explore universal design strategies that can be implemented to help students engage in in-person and online courses. Blending constructivist theory into course syllabuses will be explored to highlight how choice can be used to motivate students. In addition, constructivist theory can promote engagement, diversity, and assignment flexibility by integrating the student’s previous knowledge. It is important that faculty slideshow presentations are easy to follow and adhere to accessibility guidelines. Free accessibility checking software will be demoed to show how a quick screening can be performed. Zoom’s new live captioning/transcription solution will be demoed to show how it can help support a variety of students in an online learning environment. There will be a reflection of collective notetaking strategies and a demo of how Google Docs can be to support collective notetaking. Laptop use and recording in classroom environments will be addressed.

• Alt, D. (2017). Constructivist learning and openness to diversity and challenge in higher education environments. Learning Environments Research, 20(1), 99–119. https://doi.org/10.1007/s10984-016-9223-8

• Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183–199.

Outcomes & Descriptions

Please see the Poster Sessions page for the Outcomes and Descriptions for each of these poster sessions

Each poster presenter will give a brief summary of their pre-recorded poster presentation, then will have time to solicit feedback and answer questions. We will continue the conversations about each session asynchronously!

Outcomes

• Discuss the need for inclusive design while maintaining existing QA processes.

• Connect inclusive teaching practices to existing QA standards.

• Discuss whether dedicated QA standards for diversity, equity, and inclusion are needed.

Description

With increased attention on diversity, equity, and inclusion, do we need to revise our quality assurance rubrics for online course design? Maybe not. Consider embedding the QA standards within an equity and inclusion framework so faculty can effectively address diverse learner needs. QA standards with additional guidance for inclusive practice can bolster existing quality assurance processes. Working with the Quality Matters Rubric, we’ll explore inclusive teaching practices and pair them up with the most appropriate QM standard. We’ll then write an enhanced annotation to provide additional guidance. For instance, QA standards for instructor and student introductions can be easily reframed for inclusion: faculty can share their preferred name and pronouns, and encourage students to do the same when they introduce themselves.

Outcomes

By the end of the session, participants will be able to:

• Define antiracist pedagogy

• Describe how open education can support antiracist pedagogy

• Summarize outcomes of the Open for Anti-Racism Program

Description

During Spring 2021, the Open for Anti-Racism program (OFAR) supported CCC faculty aiming to leverage Open Education to make their teaching antiracist. Our first cohort of 17 participants completed a 4-week, facilitated online course to learn about Anti-Racist Pedagogy, Open Educational Resources, and Open Pedagogy, and the connections between these. Participants then implemented a concrete change to a Spring 2021 class by integrating OER or open pedagogy as a way to make the class antiracist.

During this session, you’ll learn about the genesis of the OFAR program and the development of the core course. You’ll also hear about examples of changes that were made to teaching in order to make classes antiracist, and faculty participants will share their experiences. The program leads, College of the Canyons and the Community College Consortium for OER, will present initial program outcomes.

Outcomes

• Align teaching practices with research about equity-based challenges that negatively impact student learning and equity-based strategies that positively impact student learning.

Description

In a distance education context, the Peralta Equity Team uses the term equity to mean "freedom from biases, assumptions and institutional barriers that negatively impact student motivation, opportunities, and achievements." In this session, Kevin Kelly will outline the Design for Learning Equity framework that he created to make sense of all of the research about equity-based challenges and the teaching strategies we can use to address those challenges. The framework is designed to complement the Universal Design for Learning guidelines.