Poster Sessions

Description

Sometimes STEM material seems densely packed and it's difficult to think of ways to connect with students. Join us as we talk about some techniques to make our material relevant as well as work together to come up with new ideas. Teaching is a science! We hypothesize, test, evaluate and modify. If you'd like some ideas for what to test out, come on by!

Outcomes

Through this poster session, participants will

• Gain a deeper understanding of intersectionality

• Explore how to incorporate inclusive strategies across disciplines

• Gain online resources for current and future use

Description

Incorporating an Intersectional Lens in Your Curriculum - In order to strengthen our educational goals and impact, educators need a stronger grasp on how to utilize an intersectional lens in their curriculum development and delivery. In this video I will provide the theoretical and application based strategies for educators and organizers to utilize in classes or training settings. Intersectionality is framework for understanding how our individual and collective social and political identities influence our experiences of powerlessness and privilege.

Outcomes

• Evaluate creation of art in a historical context with an emphasis on modern life / Identify broad themes of art located in the context of history and contemporary society.

Description

This writing exercise is based on students' first impressions, and their inherent knowledge about art around them. Through the exercise, students realize their own ability to make strong observations without having to conduct any research at all. This exercise is also meditative in nature, and enhances conversations -- through a grounding practice, students feel more able to share their ideas about art. Finally, I always conduct the exercise along with students. Overall, the shared practice fosters diversity, inclusion, and a sense of connection among everyone in the class.

Outcomes

Through this poster session, participants will

• Gain ideas on removing barriers in the classroom and online using technology

Description

This poster session is based on the Universal Design for Learning (UDL) Guidelines. The area I am focusing on are Engagement (7.2, 8.3), Action & Expression (5.1) guidelines to remove a barrier in teaching Computer Terminology using lecture only. After learning the UDL guidelines and completing the 8-month workshop training, I have gained the knowledge on how to teach a lecture full of terms and get students involved.

The poster will display the information on the UDL solutions that can support to remove “barriers” using technology while teaching. The poster will also display how the students responded.

Outcomes

Through this poster session, participants will

• Describe Portland Community College's journey to equity, so that they may decide to take a similar journey, or a different journey

• Offer feedback about ways for PCC to continue the journey - things they might try and do differently

Description

This poster session describes the Portland Community College (PCC) - Online Learning department's three-year journey to instill equity in online courses - the successes, the failures, and the questions that remain. The model PCC followed (or invented as we went along) focused on general inquiry in the first year, more focused inquiry in the second year, and a realization in the third year that we needed assistance to clarify the effort and make it sustainable. At the end of the session the presenter makes an appeal to listeners for any information or ideas that help us as PCC continues its journey.

Outcomes

During this poster session, participants will

• Familiarize themselves with new teaching resources;

• Be encouraged to center their courses around the issues of racial and ethnic justice

• Download and adapt shared resources and activities for their courses

Description

The presenter will discuss using a graphic novel, American Born Chinese by Gene Luen Yang, as well as curriculum developed by the Stanford Program on International and Cross-Cultural Education in a High Intermediate Reading and Vocabulary ESL course at Mission College. The goal of the course is to raise the students' awareness of the history of racial and ethnic oppression of Asian Americans, to uncover stereotypes and biases that have long endured in the American society towards immigrants, and to examine the progress, the current climate, and road ahead towards justice and equality. Throughout the course, students develop their vocabulary, reading, critical thinking, and research skills as they engage with the graphic novel and historical documents, including cartoons, letters, videos, and other primary sources. Teaching resources and learning activities will be demonstrated and shared via Canvas Commons.

Outcomes

During this poster session, participants will

• Be inspired to work with peers in your discipline to rework Eurocentric courses

• Explore some techniques for collaborating with peers on creating more inclusive course content

Description

This semester (Spring 2021) eight art history faculty members came together to discuss our courses, and discovered that we were all hearing student requests for a less Eurocentric Western Art History survey course. We all felt a little helpless, because the course is set up in a way that forces it to center on European art and Western traditions. We decided that we would work together as a Faculty Inquiry Group to find ways to diversify and decolonize our course content, while still meeting the curricular requirements for our course. This short presentation will show off what we've built together, and discuss some of the techniques we developed to work through and around the barriers that have long kept classes like these Eurocentric and homogenous.

Outcomes

• Support students whose mother language is not English.

• Challenge the assumptions in design education.

• Invite a more in depth conversation about design in different cultures.

Description

This workshop will invite art students and educators to rethink about what is being taught in the typography class in colleges. By inviting the participants to think about the languages other than English, we will analyze if the same "rule" works across different languages, or what we are teaching are centered in Latin-based alphabet. We will be discussing about the "type crimes" that could be "legal" in other languages. We will also reflect on how different languages shape our culture, education and ways of thinking.

Outcomes

• Explain why digital ethics are important in portfolio work.

• Name at least 3 principles that demonstrate digital ethics when working with portfolios.

Description

Portfolios are created to track learning progress, to assess and showcase learning to name but a few purposes. To support students and instructors in creating portfolios that incorporate digital ethics, AAEEBL (Association for Authentic, Experiential, and Evidence-Based Learning) created the Digital Ethics Task Force in 2019. The task force investigates and establishes digital ethics principles to guide learners, instructors, and institutions in their portfolio journey. In this presentation, I will introduce the work of the task force and provide an overview of the principles that have already been created and new ones that are being researched. I would like to invite you to learn about our work and explore afterwards how these principles could inform your own practice.

Outcomes

During this poster session, participants will

• Explore how to interpret data

• Find equity-minded data analysis solutions

Description

By disaggregating data from the alumni climate survey, we attempt to understand the students' needs that differ across their race, gender, and socioeconomic status. Also, we describe our quest to know what instruments were beneficial to students' academic success and effective in promoting equity.