2023 Poster Sessions

Outcomes

• Explore how to incorporate OERs/low cost course materials in a large lecture course; 

• Outline Student Perceptions of OERs and low cost learning materials; 

• Review a performance comparison - course using OERs/low cost learning materials v. course using traditional publisher's materials

Description

Prior to the Fall 2022 semester, the Scientific American textbook was required of all of my Introduction to Psychology students. During the Fall 2022 semester, I switched to the OpenStax Psychology 2e textbook with Lumen Learning Waymaker courseware as a supplement (and I replaced iClicker with a free classroom response system -- Kahoot!). My main motivation for switching to a free/low-cost option was to reduce barriers to access; inability to pay for course materials should not be a reason for student performance differentials. Of the 150 students enrolled in the class in which I piloted the free/low-cost course materials, 101 responded to an end of semester Qualtrics survey that measured their textbook usage, perceptions of the free/low cost materials, and demographic characteristics. Overall grades and cumulative final exam performance data were collected for this class and compared with an introductory psychology class that I taught that used the traditional publisher's course materials. The results showed that students had very favorable perceptions of the free/low cost course materials, were appreciative of the option, and used them frequently. In terms of performance, this class did not differ in final grade or cumulative final exam performance from my class that used the traditional course materials. As a result of this pilot research, our department is switching all of our Introduction to Psychology classes to the free/low cost materials (a potential cost savings to students of over 40,000 per semester)!

Outcomes

• Describe the value of building equity-centered accessibility training for faculty.

• Evaluate one example of an equity-centered accessibility training resource for faculty.

• Locate supportive resources for designing their own self-paced professional learning opportunity for faculty.

Description

In this pre-recorded poster session, you will learn about CSU Monterey Bay’s Center for Academic Technologies (CAT) efforts for increasing digital accessibility awareness and competency for faculty across all disciplines. In Summer 2021, CAT launched a fully online summer institute for faculty professional development geared toward Equitable & Accessible digital content creation and remediation. This course was modified and adapted into a self-paced online professional learning course for all faculty. By attending this virtual experience, you will gain insight into one of the ways in which CSUMB supports faculty to create accessible and equitable digital content. You will also gain access to your own free copy of the Accessible & Equitable Digital Content Canvas course which can be modified to meet your institution’s needs.

Outcomes

• Examine the application of the UDL framework to the design of course assessments. 

• Discover a flexible and inclusive course design that allows students to have multiple options for their expression of learning and mastery of course content 

• Generate practical UDL solutions and learning strategies in course design and assessment. 

Description

Assessment should provide a supportive, transparent, inclusive, and informative experience for learners to express their learning and develop their mastery of novel content. All too often, course assessments can present a barrier for students and faculty based on design flaws that include limited options and a one-size-fits-all approach (Brown & Race, 2012). Universal Design for Learning (UDL) provides a framework for faculty to design and implement assessments that encourage and facilitate students to exercise their autonomy and voice in how they complete or construct course assessments. UDL embodies the principles of inclusivity through multiple and flexible options for what people learn (representation of content), how people learn (multiple means of action and expression), and why people learn (engagement with learning) (CAST, 2018). Using UDL as their framework for course improvement, two faculty members designed new instructional strategies that gave students a voice and choice in how they completed their assignments. These options provided students new engagement experiences in their learning through a multimedia and choice-based approach. This workshop will provide a deeper dive into course design and classroom instruction to provide practical solutions with the goal of removing barriers and making learning accessible for all through flexible, inclusive course assessments.

References

Brown, S., & Race, P. (2012). Using effective assessment to promote learning. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centered approach (pp. 74–91). ACER Press.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Outcomes

• Utilize critical theories as a framework to promote diversity, equity, and inclusion. 

• Define critical multiculturalism in the context of language learning and instructional design. 

• Highlight inequities evident in language learning curricula. 

• Describe methods of enhancing DEI in pedagogical language learning practice through universal design

Description

Critical theories have grown to find necessity and merit in pedagogical practice. In the context of higher education, language learning poses significant challenges due to the greater diversity observed among these learners. Using the framework of critical multiculturalism, we utilize an intersectional lens to critically deconstruct language theory and instructional design to highlight the inequities that are evident in pedagogical curricula framing. To conclude, practice-based programs and interventions are recommended through critical theory and social justice ideals.

Outcomes

• Identify reasons for highlighting BIPOC researchers to students in their courses

• Discover one approach to promoting BIPOC researchers through a library research activity

Description

This lightning talk reviews recent data from the National Center for Science and Engineering Statistics (NCSES) related to the demographics of the Science, Technology, Engineering, and Math (STEM) workforce and briefly reviews educational research on the benefits of challenging a dominant image of scientists as being White and male by highlighting BIPOC researchers for students in course materials and assignments. One approach for highlighting BIPOC researchers to students is through small library research activities that ask students to select and learn about BIPOC researchers and their research in a STEM discipline of interest. This presentation will briefly describe one such research activity developed through a collaboration between a Math instructor and a librarian. In addition to this example, participants will come away with a selection of quality resources for developing assignments and course materials that highlight BIPOC researchers.

Outcomes

• Articulate the need to develop systemwide course design standards that consider the learners’ perspective and experience. 

• Explain the DEI influences, including the Peralta Online Equity Rubric, on the CCCS online course quality standards. 

• Identify tools and processes the system is supporting to implement DEI-focused online course quality standards.

Description

The Colorado Community College System’s (CCCS) Quality Matters Plus (QM+) standards for online course quality took QM as its foundation but then sought out other rubrics and best practices to better support diverse learners engaging in online course work across the Colorado Online Consortium. The Peralta Online Equity Rubric was one important source that informed the QM+ standards and subsequent tools in the system, particularly the Healthy Course Checklist and the Diversity, Equity, and Inclusion Checklist. This poster session overviews the rationale for incorporating DEI into the CCCS QM+ standards as well as the steps taken to implement these standards across the system. This is an ongoing project, and participants will be invited to reach out after the poster session with questions, comments, and resources.

Outcomes

• Review an equity-redesigned Biological Anthropology course. 

• Share information on how a Discussion was created to involve an embedded Librarian in student research.

Description

Hosting a Librarian in the online classroom encourages students’ exploration and discovery to connect their interests and experiences with knowledge-based research. We will share a discussion assignment created for students to explore the work of practicing scholars and researchers in Biological Anthropology. By engaging with an embedded Librarian, student equity is addressed by removing barriers and access to research material as well as increasing collaboration and conversations around the topic.

In Spring 2023, my Biological Anthropology was aligned to the Peralta Online Equity Rubric. I believe that understanding the rationale for the different criteria helped me make more informed decisions for course design, activities, and content delivery, including a scaffolded research project. This video explains the value of collaboration to ensure that representation, diversity, and learning are intertwined with support from the institution.

Outcomes

• Describe the challenges and opportunities associated with supporting working adults enrolled in online programs, especially those in corporate partnership programs, and how personalized academic support can increase their success and graduation rates. 

• Explore the role of online learning in promoting social mobility and increasing access to higher education for working adults, including the benefits of corporate partnership programs and tuition assistance initiatives for both employees and the university. 

• Review the College Opportunity Learning Concierge position and how it serves as a liaison between students, faculty, staff, and various departments to ensure that policies and procedures do not become barriers to graduation.

Description

This poster session aims to promote equity in online learning for all students globally by sharing experiences and adopting best practices. The presenter will share insights gained while supporting participants in the College Opportunity Program (COP) partnership between MGM International Resorts and the Nevada System of Higher Education (NSHE) since 2019. COP covers the cost of fully approved online programs for MGM employees at participating NSHE campuses. The MGM-COP workforce development program fosters access and equity to degree completion. Social mobility can be enhanced by helping online corporate partnership program students earn their degrees. At UNLV, the College Opportunity Learning Concierge position was created to provide personalized academic support to COP participants. As the primary contact for COP students at UNLV, the presenter collaborates daily with different departments to prevent administrative and personal barriers that may delay graduation. The poster session will provide an overview of lessons learned from advising and supporting corporate partnership participants that work full-time to persist to graduation. As advising is now virtual, universities and corporate partners could learn from the presenter's experience developing academic advising initiatives that have led to over 40 MGM-COP UNLV participants graduating since launching in 2019. This poster presentation will interest the broader online learning audience, as it highlights the importance of equity in online education and provides actionable insights for supporting and advising students in corporate partnership programs.

Outcomes

• Describe the Coaching for Equity project and how to get involved.

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 poster aims to share details about the project and how to get involved.

Outcomes

• Review the Digital Learning Equity Analysis Project and how the Peralta Online Equity Rubric was used to make informed decisions regarding course content in both synchronous and asynchronous online courses.

Description

Two professors, recognized for strong online teacher practices for both synchronous and asynchronous courses, engage in a self-study and implementation exercise grounded in equity evaluation tools, open pedagogy, and pedagogy of care. Online learning spaces have a reputation as being courses where information is dumped and students do the heavy lifting regarding sorting through the content to figure out the actual deliverables. Cognitive load theory emphasizes general knowledge structures that focus on how to divide information so that students start with manageable amounts of information and increase their knowledge as they dive deeper into the content (Paas et al., 2010). This framework allows students to avoid being overwhelmed by the amount of information often presented in online courses and process the information more effectively.

While the Digital Learning Equity Analysis Framework addresses multiple areas, this presentation will focus on course content evaluation using the Peralta Online Equity Rubric.

Outcomes

• Define power dynamics as it relates to education, specifically teacher-student relationships. 

• Provide examples of power dymanics at play 

• Reflect on action you can take within education and/or teacher education to better inform upcoming educators about the power dynamics that exist

Description

This session will provide preliminary results from a phenomenological study of perceptions of current K-12 educators, who are also graduate level students, around power dynamics found within a classroom, the roles of teachers and students, and how the use of constructivism may support teacher-student relations. This session will briefly address what power dynamics in the classroom exist, initial findings from the study, and the connection between constructivism and power dynamics to support students.

Overall, this discussion aims to offer practical insights and ideas for language and ESOL teachers looking to integrate AI into their teaching and to promote equity and inclusivity in the language classroom.