Outcomes

• Gain a new perspective on leadership, student collaboration and social action projects in higher education; 

• Acquire a new teaching tool for one's classroom or gain inspiration for a student project; 

• Explore an approach to make research and science more accessible 

Description

This presentation will display a student-oriented approach to teach about scientific research in higher education: a student-led student research group with social action and community-building elements. The speaker will describe their own experiences with facilitating two research groups, one about Ambivalent Sexism research and another one about LGBTQ+ research, pointing out the strengths and challenges of the teaching approach. She will also reflect on the ways in which the tool can contribute to social justice and lift up students who belong to marginalized groups. 

Outcomes

• Explore what it means to integrate Equity into all of the work we do 

• Outline the important factors that go into integrating Equity into all of our work 

• Gain strategies to implement on their campus

Description

Diversity, equity, and inclusion in the workplace have always mattered, but recently, many of us have recognized the opportunity for change now. This change for many of us is no longer an option but has become essential. To understand DEI, one must first understand the meaning and significance of all three variables; diversity, equity, and inclusion. Each component is necessary to drive real change at an individual and organizational level. DEI is for everyone and must involve employees at every level of an organization, regardless of their differences. The implementation of equity must be intentional and well-designed. Leaders must thoroughly examine policies, procedures, and environments to determine if things are truly equitable. In this session, I will discuss the importance of integrating equity in all the things we do as we do it and not after we do it. Putting equity at the heart of what you are doing could potentially have greater benefits than the thing you are doing.

Outcomes

• Describe how coaching can support faculty in adopting more equitable practices

Description

We’ve been discussing the need to make our pedagogy more equitable for decades now. Some faculty have embraced the call, seeking opportunities to learn more and actively implementing new strategies to improve equity in their online teaching. Others value equity but have struggled to prioritize this work among the many other demands on their time, or are afraid to get started for fear of “messing up”. How do we provide additional support for those faculty who have held back out of fear or a sense of not enough time to learn new ways of doing things?

Coaching can be a valuable way to support faculty in making their teaching more equitable. Coaching differs from mentoring in that the focus is on unlocking the client’s potential and exploring their preconceived assumptions, rather than on giving advice. This creates a safe space for faculty to examine their biases and work through their fears about adopting new teaching strategies. Coaching can also support faculty in examining their priorities and motivations, and build strategies to create space for the things they value.

This presentation will discuss coaching as professional development, how coaching can support faculty in adopting more equitable teaching practices, and some strategies for implementing coaching as part of your organization’s professional development toolkit. 

Outcomes

• Explore new tools and strategies to support DEI alignment in curriculum and classroom facilitation

Description

Students shifting from a campus to online classroom environment enjoy the flexibility that asynchronous discussions and environments provide, but are challenged with the lack of interaction and engagement from fellow students and instructors, poor online resources, and lack of online expertise demonstrated by their online instructors (Martin, 2020;Savage, 2021;Stone, 2022). In order to provide equity for the online student it will be important to implement tools and strategies from a curriculum lens that is equitable and inclusive for all students (Crawford, 2021; Devlin & McKay, 2018; Stone, 2017b, Stone & Springer, 2019). In addition, strategies and tools can be implemented by the online instructor to engage students from an inclusive and equitable standpoint (Cannell et al., 2019; Deakin University, 2022; Dyment et al., 2019).

This presentation will provide clear tools and strategies that can start during the course curriculum process through the end phase of teaching of the online course to enhance engagement, equity, inclusion and student success and satisfaction in the online environment. The presentation will begin with defining DEI and what it means for the online environment including:

• Learning differences

• Educational background

• Professional background

The next phase will include incorporating inclusion from curriculum standpoint:

• Creating inclusive content

• Creating inclusive discussion prompts

• Creating inclusive assignments

The final phase will include incorporating inclusion form an online classroom standpoint:

• Creating inclusion student engagement

• Creating inclusion in assessment grading

• Creating inclusion in online classroom management

Outcomes

• Explore the development and significance of Sinclair's Digital Equity Rubric 

• Discuss new ideas for fostering a sense of belonging and increasing student engagement in technology-supported courses

Description

Reimagining equitable online spaces has been at the forefront of Sinclair’s mission ever since our adaptation of Peralta’s Equity Rubric in 2020. Since this initial endeavor, applying the Digital Equity Rubric in all technology-supported courses has had a ripple impact in several key operating areas, including course design and delivery, faculty training, and student support. Attendees will learn about the development and significance of the Digital Equity Rubric and how it supports success for all students in their online learning journey. Further, attendees can expect to leave with new ideas for fostering a sense of belonging and increasing student engagement in technology-supported courses, through initiatives such as pairing faculty with an Equity Success Coach and creating a Diversity and Inclusion training which includes a repository of tools, lessons, and other resources to improve the content and atmosphere in their online courses. 

Outcomes

• Gain an overall understanding of the contribution of an Open & Distance Learning  (ODL) Higher Education Institution (HEI) in a developing nation for enhancing educational opportunities in the international arena.

• Gain an insight into the recent transnational collaborative projects undertaken by the University for widening the outreach of the institution and providing access to higher education.

• Gain detailed know-how of the progress of the international efforts in reaching the target audience.

Description

Indira Gandhi National Open University is a national Open & Distance Learning (ODL) public higher education institution with international presence, mandated to provide higher education through sustainable ecosystems for the hitherto deprived and unreached population. The main objective is to build equitable knowledge societies by inclusive methods, innovative technologies, and converging means of teaching and learning. It aims to contribute towards providing opportunities for attaining higher education by international collaboration for reaching out to the stakeholders within the country and abroad.

With the sustained efforts to provide higher education to the people within the country and abroad, the University has a well-defined structure that includes having a separate International Division, responsible for formulation of plans and policies for enhancing outreach in the countries abroad. The overall objectives of the Division are to promote bilateral and multi-lateral collaborations for offering IGNOU’s academic programmes in international arena and to function as a single window for International Operations of University.

In the proposed synchronous session, we plan sharing the outcomes of the international collaborations the University has with other government department and institutions in the countries abroad, in its endeavour to cater to the educational needs of the learning communities. We would showcase the efforts made by the University in successfully reaching out to the stakeholders through collaborative projects. In the light of aforesaid deliberations, our workshop focuses on the recent functions and developments of the University towards enhancing its international visibility and contributing to ensuring learning equity for higher education students globally.

Join us as we kick off the 2023 Peralta Online Equity Conference with a welcome address by Peralta's Vice Chancellor of Educational Services, Dr. Tina Vasconcellos, followed by opening discussion led by Peralta Equity Initiative members. 

Outcomes

• Explain to students, administrators, or parents how Chat-GPT is impacting teaching and learning.

• Identify the potential impact of Chat-GPT on online educational equity.

• Review edtech and generative AI tech products with equity in mind.

• Adapt equitable teaching and communication practices with AI in mind.

• Review emerging technologies with the pedagogical experience (PX) of all end-users in mind.

Description

Like schools, edtech can be a gatekeeper or a gate opener. The same goes for Chat-GPT. What are the most and least equitable design features and pedagogical uses of generative AI technologies for teaching and learning? How do we ensure our use of AI aligns with principles of equity and access? Let's explore together as we evaluate the potential impact of Chat-GPT on online educational equity. Using my framework from "14 Equity Considerations for Ed Tech" published in Campus Technology, we'll examine four kinds of equity considerations: tech equity, accessibility equity, experiential equity, and identity equity. Through shared inquiry and reflection around AI for teaching and learning, we will examine how this technology can impact students' access to online learning, their sense of identity and belonging, and how we can ensure that it is usable and relevant for all students.

TAP Note: In the spirit of what I call "Transparent AI Practices" (TAP) for pedagogy, it is important to note that the language of this description was created using Chat-GPT 4.0 through the use of user-generated filtering templates, extended prompt engineering, and user-guided editing. This description was entirely drafted and revised within Chat-GPT through 44 queries. During this presentation, I will also share how I used Chat-GPT to create this description.

Outcomes

• Discover how to help engineering majors apply principles of inclusive design

Description

This session focuses on teaching students how to apply the principles of engineering aesthetics and inclusive design to analyze the design of products that are currently available or on the market. Prior to this class, students will have read and discussed a seven-step framework for incorporating social justice into the engineering design process (Burleson, G.2019,. Leydens, J.A., Lucena, J.C., & Nieusma, D. 2014). They will also have reflected on the “white savior complex,” that is, the self-serving assumption that white people from developed countries should be saving poor people in Africa. In class, they will work in groups to identify an example of good design and make a case for its effectiveness in terms of aesthetics and inclusivity. Additionally, they will be tasked with identifying a limitation with this design as all product designs have limitations, and possibilities for improvement. They will be encouraged to consider how their chosen product might be improved upon with more inclusive design solutions. As a whole-class discussion and later as a follow-up writing activity, students will be asked to reflect (orally and in writing) on the ethical and social contexts of their own proposed senior-design research projects so that they can apply inclusive design principles in their future careers as engineers.

Outcomes

• Summarize the purpose, use and benefits of the CVC-OEI Online Course Design Rubric and Peer Online Course Review (POCR) process

• Summarize the purpose, use and benefits of the Peralta CCD Online Equity Rubric, and 

• Describe how colleges are using these rubrics together to improve student outcomes

Description

This session will showcase how online educators at the California Community Colleges have been utilizing innovative combined approaches to better serve students from underserved populations. Several years ago, the California Virtual Campus developed its Online Course Design Rubric along with a Peer Online Course Review (POCR) process to help colleges align online courses to this rubric. More recently, the Peralta CCD introduced its Online Equity Rubric, adding another critical tool we can use to help students and improve important equity metrics. During this session, participants will hear from POCR Coordinators at three CA community colleges who will describe their approaches to using these two rubrics together for the benefit of students.

Outcomes

• Become conversant with the significant findings of the research on andragogy,

• Become cognizant of the importance of cross-generational teaching strategies when considering online instructional design, 

• Collaborate and exchange ideas on effectively using teaching strategies to engage students in online courses, 

• Utilize the expertise and experiences of the group to strategize about particular areas of concern, and

• Construct a checklist of inclusive practices to create cross-generational student engagement in online courses.

Description

In this interactive session, participants will make use of research and insights from inclusive andragogy to consider how they would create increased student engagement in online courses using teaching strategies that work in a cross-generational and multimodal learning environment. The session will begin with an interactive activity that examines the differences in generational learning preferences and biases. After a short presentation on andragogy and inclusive practices, participants will engage in a brainstorming activity to list some of their own teaching strategies that would apply the six principles of andragogy to an online course. We will collaborate and exchange ideas on effectively building an equitable and inclusive online learning environment. Participants will add ideas to a provided checklist of inclusive practices to create cross-generational student engagement. This session aims to introduce a new perspective for educators to consider during the instructional design process for online courses. The goal is to provide practical examples and explain how to implement these equitable and inclusive strategies. 

Outcomes

• Identify image types in presentations (informative, decorative, complex, etc.)

• Explain the needs for alternate representation based on image type

• Apply their learning to various images

• Evaluate how national rubrics / scorecards represent need for image text

Description

This session will explore the complexity of images, for not all images are alike. Beyond decorative and informative, this session will present a range of types and how to represent image content for each type in a way that would provide an equitable experience for all learners. Finally, participants will apply what they know to images presented and then evaluate the expectations of image representation on national rubrics /scorecards such as QM and the OLC scorecard. 

Outcomes

• Define neurodiversity

• Explain the importance of designing for neurodiversity

• Identify instructional design strategies that support neurodiverse learners

• Identify teaching strategies that support neurodiverse students (if time permits)

Description

As instructional designers and educators, we are uniquely positioned to provide support structures for neurodiverse students that might otherwise struggle to engage with a course, and these support structures foster success for neurotypical students who benefit from these design strategies as well. This “Learn” presentation, Designing for Neurodiversity, will address how we, as educators and instructional designers at higher education institutions, can improve the learning experience for neurodiverse students. The initial discussion defines neurodiversity within the context of the social model of disability and acknowledges both the existence of concurring neurotypes and concealable identities. The presentation then examines the strengths of neurodiverse learners and the value of making design decisions that support neurodiversity. Lastly, participants will learn five strategies to improve access for neurodiverse students in online courses: UDL Guidelines; Clear, Consistent Layout (large-scale to small-scale); Minimize Distractions; Chunk Content; and Clear and Concise Assignment Descriptions. Each of the five strategies includes concrete applications that participants can use. If time permits, we will examine three teaching strategies: Minimize and Communicate Change; Understand the Impact of Online Proctoring Tools; and Incorporate Personal Social Strategies.

Outcomes

• Identify and adopt evidence-based teaching strategies to improve student success and equity

Description

Join us to learn about and discuss some bite-sized techniques and resources that you can incorporate into your online or face-to-face courses that have been shown in research to significantly help improve student success, retention, and equity. This includes strategies that can be used at the beginning of the semester or around exam time to help struggling students turn it around. Several of these strategies have been pre-implemented in Canvas and can be imported from Canvas Commons. Examples include student testimonials, values affirmation, goal setting, stress reappraisal, expressive writing, help-seeking templates, wise feedback, transparent assignments, and mindfulness activities. We'll discuss our experiences using these strategies in our own courses.

Outcomes

• Discuss how Emotional Intelligence (EI) plays a role in Diversity, Equity & Inclusion (DEI) 

• Evaluate your current level of emotional intelligence 

• Identify their communication strengths and weaknesses 

• Explore how your emotions affect others and how their emotions affect you

• Strategies to begin improving their EI

Description

There has been a lot of buzz centered around Emotional Intelligence (EI) in various industries regarding various topics. Diverse workplaces require us to think outside of our cultural boxes and encourage the same skills that emotional intelligence promotes. With diversity, equity, and inclusion work we are dealing with people. We want to humanize it. There's emotion there and if you can't manage your emotions and others, the ability to effectively lead the work could be challenging. In many instances, the underdevelopment of emotional intelligence is a consistent barrier to taking action to advance inclusion and justice. Boosting your emotional intelligence can enhance your workplace relationships as well as assist you through your DEI work. This session will help you make your emotions work for you and not against you.

Outcomes

• Identify strategies for communicating accessibility expectations

• Empower Faculty to be accessibly minded creators

Description

At Arizona State University we are committing to accessibility within our online courses and empowering our faculty to be accessible course creators through short professional development modules aimed at increasing our accessibility advocates. We’ve recently created a a 10-minutes for Excellence faculty development course aimed at explaining the important accessibility standards, exploring the importance of meeting these standards, details on steps to meet these standards and resources for faculty to further ensure their course is accessible to all learners. Join us as we share the details of our short and approachable course on accessibility and explore new ways to communicate the accessibility and equitable access standards to faculty. See how you can make accessibility in courses accessible to your faculty with short and engaging videos, hands on course activities, and easy to understand remediation plans. 

Outcomes

• Reflect on how our own cultural frame of reference might impact how we communicate and interact with our students

• Identify cultural and familial factors that contribute to our own intersectionality to enhance our understanding of students’ intersectionality

• Explore instructional practices that engage multiple perspectives and intersectionalities and support an equitable learning environment. 

Description

This session will explore practices that support a diverse, engaging and equitable environment that supports the learning and social needs of higher education students. Participants will reflect on their own practices, awareness of intersectionality, and how these elements support student success within a diverse and equitable learning environment. The presentation will be structured using an interactive format as described:

• The presentation will begin with a review of why culturally responsive practices are important, and its impact on student engagement and sense of belonging. Participants will be asked to reflect and share what they currently do in the classroom, and what prompts them to use these practices.

• Dr. Kraus will discuss the Presence of the Teacher, how the teacher is the facilitator of discourse, manager of social and cognitive functions in the classroom, and how teachers’ self-identity and intersectionality can impact the student-teacher relationship, as well as how the teacher designs and facilitates learning in the classroom.

• Participants will reflect of their own intersectionality, and how this influences how they communicate and interpret communication.

• Dr. Blaha will discuss how the brain functions during the learning process, and how culturally responsive instructional practices help to solidify the learning pathways in the brain. She will then introduce instructional strategies that activate engagement and how these can be implemented in the classroom.

• Dr. Kraus and Dr. Blaha will conclude the session by conducting a brief summary of the best practices discussed, and posing the question, “What practices would you like to expand or try?”

Outcomes

• Review what the College of Professional and Global Education (CPGE) Equity, Diversity, Inclusion, and Social Justice (EDISJ) Committee at San Jose State University has learned from the process developing an anti-oppressive pedagogical project.

• Identify various strategies implemented. 

• Outline the detailed processes of developing such an initiative. 

• Demonstrate how to develop guidelines, learning objectives, and possible projects aspects identified for faculty, staff and students. 

• Discover the barriers and challenges in development and implementation with emphasize on engagement and partnership with other school entities. 

Description

The College of Professional and Global Education (CPGE) Equity, Diversity, Inclusion, and Social Justice (EDISJ) Committee at San Jose State University recognizes the value of diversity in persons and perspectives of the academic departments and associated faculty, staff and students. The CPGE EDISJ Committee advances the conversation on issues related to equity and diversity and serves as a channel for social change. Our mission is to ensure a diverse, equitable, culturally conscious and inclusive environment among the academic departments of CPGE including all faculty, staff and students through active dialogue and initiatives that promote the University’s commitment to diversity and inclusive excellence.

This presentation will focus on our current initiative over the last two years and share our progress on our anti-oppressive pedagogy project. We conducted a survey with our faculty, staff and students to understand their needs; recommended and utilized equity rubrics on courses; and currently are planning for a certificate to be disseminated in the fall for faculty around equitable learning outcomes for student success. This sixteen-week online program is for CPGE faculty (lecturers and tenured/tenure track) interested in developing course materials around principles of equity and inclusion. Content includes principles of equity, inclusion and social justice, equitable and inclusive course design, student support mechanisms, and approaches to equity-based assessment. Participants will share their learned knowledge about EDI and social justice in a college webinar. We hope attendees will not only be interested in this initiative, but will share in their experiences around similar initiatives within their organizations.

Outcomes

• Evaluate the effectiveness of narrative digital learning practices in creating trusted and inclusive spaces for collaborative sensemaking and digital learning change work. 

• Utilize storytelling as a tool to illuminate issues of power and privilege across different socioculturally situated contexts. 

• Apply the UNESCO-recognized framework for storying digital change work in their own contexts. 

• Create a group artifact on narrative digital learning practices to surface and address challenges to equity within their local and global contexts. 

• Develop new strategies for advancing access to education through narrative digital learning practices.

Description

While storytelling remains one of our oldest and most powerful tools for building connections, how might this practice be used to illuminate issues of power and privilege and advance connectedness across local and global communities? This conference session will focus on the use of storytelling as an equity strategy across diverse socioculturally-situated contexts. The presenters will showcase successful examples of narrative digital learning practices used to create trusted and inclusive spaces for digital learning change work to advance access to education. They will also share their UNESCO-recognized framework for storying digital change work, which was created as an open knowledge product for a global leadership program they designed and facilitate. Through a series of collaborative activities and the creation of a group artifact on narrative digital learning practices, participants will learn new strategies for addressing equity challenges within local and global contexts through the power of storytelling. By the end of the session, attendees will leave with a deeper understanding of how storytelling can be leveraged as an equity strategy to promote inclusive digital learning practices and practical strategies for applying these principles in their own work. This session aims to inspire educators and educational institutions to take a critical perspective on the role of storytelling in digital learning, and to foster a sense of collective responsibility toward achieving equity in education, particularly through the unique affordances of digital learning.

Outcomes

• Differentiate the Guided Pathways design approach’s opportunities and challenges within your college community, particularly surrounding racial/socioeconomic injustice and sustainability. 

• Compare which National Equity Project (NEP) Liberatory Design tools might best support your college community with equitable process and progress, including remaining healing and needed action for justice and sustainability after 2020. 

• Identify relevant NEP Leading for Equity tools to take back to your campus and join our Canvas community to receive community support with engagement of your college community to increase equity in process and outcomes.

Description

Imagine your higher education racial and socioeconomic social justice work when the collective college equity effort is engaged in healing and liberation!

As a team of K12 and community college faculty and staff now serving the SF Bay Area region from the Success Center at the Foundation for CA Community Colleges we get to support college communities, students, faculty, and staff, facing very heavy cognitive loads, particularly the impacts of 2020 including racial and socioeconomic injustice, individual and collective grief, and college community sustainability.

Our work has deeply benefited from the Oakland-based, teacher-led National Equity Project’s (NEP) Liberatory Design practice and Leading for Equity tools, as well as the UC Berkeley Othering and Belonging Institute Belonging practice.

We have found meetings, particularly online, to be more engaging with intentional inclusion of imaginal and affective practice in addition to conceptual and practical tasks, allowing us to ensure centering of the communities we are designing for in our equity and sustainability work, and focused on human-centered, accessible, belonging.

We hope to share the tools we have used since 2020 to design and facilitate meetings (online and in person) for equity, engage in some of the rich practices of Freedom Dreaming, Liberatory Design, and Leading for Equity in response to complex circumstances and injustice, and invite you to join in test driving tools with your college community.

We not only hope to share what we have learned and done, and provide access to tools and community, but also engage in some healing together! 

Outcomes

• Identify various strategies implemented in creating a EDI service project for students. 

• Engage with one another in discussion of similar initiatives within their institutions with the outcome of considering best practices.

• Discover the barriers and challenges in development and implementation with emphasize on engagement and partnership with other school entities. 

Description

As a Hispanic cis-gender female, my identity carries both significant privilege and disadvantage. As the only tenure-track faculty in our School and in our College to service as Chair of two vital committees, the School of Information Inclusion, Diversity, Equity, and Accessibility committee, and the College of Professional and Global Education Equity, Diversity, Inclusion, and Social Justice committee, there is a significant responsibility that comes with serving as Chair and conducting service work on EDI-related issues. For academic year 2022-2023, I received a service award from San Jose State University to foster a more inclusive community among students and help dispel points from students who may be unsure whether we are a diverse/inclusive place, supportive of diverse students, and welcome diverse voices. I recognize the divergent practices and knowledge that we bring to the table, and how the intersectionality of identities offers either privilege or inequity coming from marginalized or underrepresented groups. This service project is a means to address further support of our diverse students, giving them an opportunity to benefit from EDI-speakers, offer a space for their voices and to welcome their stories. This presentation will share details about this ongoing service project which includes hosting four diversity webinars, develop and executing four student learning communities; and a quarterly e-newsletter related to diversity topics/events to share with our Academic units with a feature column of “Student EDI Perspectives: In the Academic Trenches.” 

Outcomes

• Discover how to use Memes as a pedagogical tool that: checks for well-being; that sparks conversation at the intersections of "life" and "school"; and creates community/ rapport/ joy in the classroom.

Description

How are you feeling? Meme it! In this discussion, I share how using internet memes can serve as an effective tool for teaching and learning in the on-line classroom. Specifically, I demonstrate how inviting students to select internet memes that reflect their mood enacts a strategy for checking-in that sparks discussion of emotional well-being and its relationship student-centered learning. I offer what I call "the equity of mood" as a pedagogical framework that can foster equity-centered learning that, in turn: recognizes the values of digital literacy, health and well-being, a sense of belonging, and growth-mind set in online learning in the era of Covid-19.

Outcomes

• Identify the eight top ADA compliance rules through the LLLATCCH system

Description

Have you ever had a student drop and you didn’t understand why? It could be that without meaning to, you forgot to add a LLLATCCH to the door of education. We all want to be fair and equitable educators, but that can be hard when we don’t know the eight components of ADA compliance. This interactive workshop will provide you with the tools to quickly and easily remember the eight top items you must always review and correct to create ADA compliant materials.

Come on the journey to equitable education with a team who has been teaching teachers for a combined total of over thirty-five years. Take back the techniques you learn at this workshop to spread ADA compliance across your campus. Participants will be given a fully developed OER course: ACED IT! ADA Compliance and Equitable Delivery with Instructional Technology. Add a LLLATCCH to your educational door and let ALL the students in! We look forward to see you there!

Outcomes

• Explore the capabilities of the ADAPT online homework system and how to access both as a online homework system or as a question bank. 

Description

ADAPT is a new online homework system developed by LibreTexts to serve the Open Education community. With support from the California Educational Learning Lab, ADAPT is designed to combine adaptive learning incorporating learning trees with culturally responsive pedagogy at minimal cost. Instructors can use ADAPT to augment OER textbooks, create exams or use it with cell phone for in-class clicker exercises. Autograded questions based on four technologies – H5P, WebWork, IMathAS, and Question & Test Interoperability (QTI) –can be used interchangeably for maximal impact. ADAPT is unique in that it is designed as a single platform with the integrated capabilities of multiple technologies. Hence, ADAPT exceeds the limitations of any single technology and provides a powerful infrastructure to handle the assessment needs for a wide range of fields - from STEM to Humanities. Open ended questions can be evaluated using a sophisticated checker to rapidly mark text, audio or other files. Currently, the ADAPT question bank has 153,023 assessments (growing at a rate of 500 assessments/week). ADAPT is a valuable general purpose “question bank” for any faculty irrespective of whether they chose to adopt it in their class. 

Outcomes

• Discover how flexible participation options for online students create an equitable learning experience. 

Description

San Francisco State’s Master of Arts in Instructional Design and Technology (MA-IDT) has been at the forefront of providing equitable access to high-quality learning opportunities for students for the past fifteen years and is continuing this emphasis on equity and quality as we launch our fully online MA degree in Fall 2023. SFSU’s Instructional Technology implemented the first “hybrid-flexible” (HyFlex) courses in 2006, and is now shifting to flexible online courses in response to student participation patterns post-pandemic.

This presentation will describe how the program delivers flexible options for student participation, engagement, and learning in synchronous and asynchronous modalities and supports students in creating their own blend of participation modes to best fit their learning needs and desires. In this session, you’ll hear directly from students and faculty as they talk about their experiences with multi-modality: the good, the challenging, and their sense of equity and quality throughout.

NOTE: We are grateful to SF State's Graduate College of Education for their sponsor contribution. Please learn more about them on the Sponsors page!

Outcomes

• Outline key principles for designing equitable student support at colleges. 

• Identify key risks of "parentalism", surveillance and control in student support.

• Identify key applications of equitable strategies for student support.

Description

As student support catches up to the tremendous growth in online courses, colleges must make critical decisions about how to provide access and services to their diverse students. This session will overview some critical principles to consider during the design and deployment of student supports, including common pitfalls that make assumptions about the needs and abilities of students. Participants will also see the application of these principles across several examples, such as deployment of laptop/devices to students, online counseling, financial aid, and student payment processes. Participants will be invited to reimagine designs and business processes for student support to increase equity and access, and to better meet the needs of all students. 

Outcomes

• Describe the importance of instructors applying the knowledge and skills acquired from incorporating DEI course practices beyond the classroom 

• Explore how offering one course can influence systemic change

Description

Instruction is one aspect of systemic change for DEI. In this presentation, we will discuss how designing Diversity 101, a 3-credit hour course at Harper College, informed DEI work in our professional and personal lives. We encourage instructors to use skills acquired through course transformation to become advocates for DEI beyond the classroom. Additionally, we will also share institutional research about the Diversity 101 course enrollment and success rates as well as information about the Social Justice and Global Scholar Distinctions available to Harper graduates.

Outcomes

• Observe alternative approaches that virtual reality leverages to expand and foster empathy and inclusion. 

• Describe potential VR experiences that help participants relate to a specific diverse individual or group. 

• Identify creative approaches on how to build a sense of community among learners or colleagues in a distributed work setting within an immersive environment. 

• Name at least one accessibility feature that makes virtual reality experiences more inclusive for populations with disabilities.

Description

This presentation explores the potential of virtual reality in fostering empathy, inclusion, and community building. With the rise of online learning, remote work, and distributed teams, virtual reality can provide a unique opportunity to connect and understand diverse individuals in a more immersive and engaging way. Through VR experiences, participants can step into perspectives of people from different backgrounds and gain a deeper understanding of experiences and challenges from various viewpoints. Additionally, this presentation addresses the accessibility of VR technology and how it can be leveraged to enhance inclusiveness for events and experiences for individuals with disabilities. Overall, this session aims to demonstrate how to harness the power of virtual reality in building a more inclusive and connected community.

Outcomes

• Explain different ways to captivate student learning in an online environment 

Description

To maintain and continue to build long-lasting professional, educational, and personal relationships, I will provide a formal academic way of teaching for instructors, but that reflects what the heart of teaching should be about. It shows how instructors can facilitate care and demonstrate genuine positive intentions to their students when facilitating learning in an online environment. This goes beyond the only course content materials presented and moves to an educational experience that is cultivated through the student-instructor community.

The humanizing approach to online instruction is what I will share in this presentation which is defined as the center of communication and presence which includes students’ and instructors’ prior and current knowledge. It also provides a social capital structure that encompasses Culturally Relevant, Culturally Responsive, and Critical Pedagogy as the connective tissue that unites students and instructors to demonstrate their true nature or belief.

I will show examples in how to use the Community of Inquiry Model (teaching presence, cognitive presence, and social presence), along with the humanizing approach, motivation, validation, and communication immediacy to positively impact the online learning environment.

And show a guide to demonstrate how the humanizing approach along with the Community of Inquiry Model work to produce outcomes of motivation, validation, and communication immediacy. 

Outcomes

• Define antiracist pedagogy 

• Describe how open education can support antiracist teaching and learning 

• Identify specific practices that support antiracist classrooms

Description

The Open for Antiracism (OFAR) program supports California Community College faculty aiming to leverage Open Education to make their teaching antiracist. Now in its third year, it emerged as a response to institutional statements decrying racism but often lacking the faculty support to transform classroom practices.

The one-year program entails an online 6-week course where program participants learn about Antiracist Pedagogy, Open Educational Resources, and Open Pedagogy, and the connections between these. The capstone project is an action plan for implementing a concrete change the following semester by integrating OER or open pedagogy as a way to make the class antiracist. Data is collected on faculty perceptions and student outcomes as well as administrative support and institutional impact throughout the program.

During this session, you will hear from two Merritt College faculty participants about their experience in the program. You will learn how they redesigned their courses to engage students in curating and creating knowledge with an antiracist lens. They will share the open pedagogical practices they found most effective including modifying their syllabus to be more inclusive and anticolonial, student projects conducting research on the intersection of race and social issues, and opportunities for students to advocate for social justice.

The audience will be invited to share how their institution can most effectively engage with antiracist pedagogy.