Outcomes

• State the practical advantages of using practicable virtual labs to engage students in scientific discovery

• Demonstrate laboratory protocols in biology, nutrition, and physical sciences

Description

As a high-enrollment university with students located worldwide, we needed to solve several intractable problems associated with our laboratory science courses. Faculty members at the University of Maryland Global Campus worked with a software company to developed 19 virtual laboratory experiments that incorporate scientific principles of biology and physical sciences. After adopting these virtual labs, student satisfaction and student success in the laboratory courses markedly improved. Moreover, all of the intractable problems (shipment and delivery issues, access time, supply shortages, inability to repeat experiments, no opportunity to 'play', lack of sophistication in experimental design, academic dishonesty, student apathy, not accessible, and low student performance) were solved by the adoption of the virtual laboratory software. In this workshop, the versatility and capabilities of virtual laboratory experiments in biology, nutrition, and physical sciences will be demonstrated. 

Outcomes

• Examine issues of equity in computer science education across diverse student populations. 

• Explore how the model of equity-based coaching is implemented, specifically for teaching computer science.

Description

Coaching for Equity in Computer Science (CS) is a new initiative focused on studying the impact of coaching on teachers in CS. Two coaching programs have been created as part of this project (one nationally/virtually through the National Center for CS Education at the College of St. Scholastica and one locally in Minnesota through Code Savvy). The coaching model used is designed around the CSTA Standards for CS Teachers and focuses specifically on providing ongoing support for HS CS teachers to build their capacity around implementing equitable teaching practices. Coaches are trained on what coaching is, how to be a coach, and how to support teachers in implementing strategies that support learners historically underrepresented in CS. Some strategies include Universal Design for Learning (UDL) and creating welcoming environments. This workshop aims to share details about the project, how to get involved, in addition to resources and strategies that can be brought back to the (in-person and online) classroom right away. Attendees will participate in an interactive coaching scenario and complete a hands-on activity aimed at understanding how to support all students in learning.

Outcomes

• Describe the challenges that transgender and nonbinary students face 

• Prepare to develop a syllabus & class culture that are supportive of students of all genders

• Prepare to respond to microaggressions related to gender identity if they happen

Description

Students that are transgender or nonbinary face high levels of bullying and discrimination at universities and in their daily lives. As increasing numbers of young people identify as transgender or nonbinary, it is important for instructors to build spaces where those students feel welcome and feel comfortable being their authentic selves. In this workshop, you will learn specific strategies for using appropriate terminology, building an inclusive syllabus, creating a welcoming classroom environment, and responding to microaggressions if they occur. 

Outcomes

• Describe dimension 1 & 2 of the Equity Rubric 

• Use asset based framing language in communication with students 

• Develop a personal “Warm Demander” strategy

Description

In this workshop, we will explore themes for employing equity-minded & culturally-affirming teaching practices. We will focus on 5 practices presented by Dr. Frank Harris and Dr. Luke Wood (coralearning.org) adapted by the Hartnell Student Success & Equity Committee into a rubric for self-reflection. We will briefly visit the 5 dimensions, explore some examples for each, and then take a deeper dive into the first two dimensions on how we might be "intrusive" and "relational" in our teaching practice. In particular, we will examine how we may reduce barriers to student success by reimagining the language we use to communicate with students. Participants will receive a copy of the Hartnell College Equity Rubric for Teaching & Learning and will be given the opportunity to discuss new approaches and examples.

Poster titles

• Digital Accessibility & Equity: Building Self-Paced Professional Development Opportunities for Faculty

  • Laura Otero & Luz Española | California State University, Monterey Bay

• Engaging Student Voice and Choice: Applying the UDL Framework to Redesign Course Assessments for Learner Variability 

  • Annjanette Bennar & Karrie Morin | Goodwin University (CT)

• Establishing Course Quality Standards to Support Equitable & Learner-Centered Experiences at CCCS

  • Amanda Hardman | Colorado Community College System

  • Veronica Koehn | Northeastern Junior College (CO)

Outcomes & Descriptions

See more details on the 2023 Poster Sessions page

Outcomes

• Increase cultural responsiveness in preschool

Description

Given that early childhood education experiences are the first experiences that children have of education outside the home, it is essential to provide educators with resources, that help with curricula and values that empower children’s identity and values, and uphold their rights, are of paramount importance. Children have a right to a flexible and responsive curriculum in which they can access and engage with the cultural practices of their homes and communities. My presentation will help educators, learn more about inclusive practices that they can incorporate into their classrooms and receive tools for addressing, biases both intentional and unintentional. 

Outcomes 

• Use Clips to record captioned course videos. 

• Edit captions to ensure accuracy. 

• Discuss how Clips can be used for teaching and learning.

Description 

Instructor-created videos are a valuable way to create a more humanized experience in online courses (Pacansky-Brock, Smedshammer, & Vincent-Layton, 2020). When creating videos, it is important to ensure that they are accurately captioned for accessibility and other purposes. One tool that makes it easy to create engaging, captioned videos is the Clips app for iPad and iPhone. In this introductory session, you will learn the basics of how to record videos in Clips and edit the captions for accuracy. We will also discuss the many ways Clips can be used for teaching and learning.

Poster titles

• Breaking Down Barriers to Graduation: The Role of Academic Concierge Advising in Supporting Online Learners

  • Dr. Marcedes Butler | University of Nevada, Las Vegas

• Building Relationships: A Collaborative Research Discussion

  • Karen Oeh & Joshua Rose | College of Alameda (CA)

Outcomes & Descriptions

See more details on the 2023 Poster Sessions page

Description 

Join us for a networking session to share ideas and questions with the global equity community!

Outcomes  

• Clarify why Accessibility matters, Identify Accessibility Guidelines

• Design Accessible digital content 

Description 

Accessibility is a practice of making information usable for as many users as possible. This means that all users are able to perceive, navigate, understand and interact with digital content. This is session will guide you through the "whys" of accessibility, showcase seven basic accessibility principles, and teach you how to apply these in your course design.

Outcomes  

• Identify DEI Practices Linked to Online Course Quality

Description 

In this session we will introduce the DEI Collaborative and explain how we saw a need to improve online education by including DEI practices to supplement course design evaluation tools. Our goal is to showcase actionable strategies instructional designers and instructors can use when designing online courses to increase equity and inclusion. Online course quality evaluation tools provide guidance, which we value, but we wanted to provide additional strategies for practitioners interested in promoting equity and inclusivity in their courses. We will discuss how we identified equitable practices, and the process of assembling an international group of collaborators to research and document strategies. In addition, we will share some of the strategies the Collaborative has researched and developed with the audience.

Outcomes  

• Gain tools and strategies to foster equity in your classrooms

Description 

Within the fields of diversity, inclusion and equity, presenters often focus on theories and/or the rationale for application within the classroom. While it’s important to gain foundational understanding of engagement strategies, what’s missing are the actual strategies and examples. In this interactive workshop, the presenter will share culturally-relevant engagement strategies that foster a sense of belonging and validation and empower students to lean into their cultural wealth, all while adhering to online student learning objectives (SLO’s).

As a Chicana/Latina activist, Dr. Ocampo has spent more than a decade advocating for the advancement of higher education of marginalized communities. As a Professor of Education at Southwestern College serving transfronterix students, she has a deep understanding of the ways in which culturally-relevant pedagogy is directly tied to student retention and success in an online environment. She teaches synchronous, hybrid, and asynchronous courses with an average passage rate of 88% (more than 30% higher than typical online courses in her region).

Description 

Join us for a brief session to end the conference and outline how you can stay connected to this global equity community!