EQUITY

Effective online teachers apply equitable methods to promote student access and success while acknowledging institutional obstacles.

Explanation of Equity Principle

Students find purpose in their learning process when they can connect with the instructor, and when learning objectives and the course content connect with their personal experiences. Applying equitable methods promotes student access and success while acknowledging institutional obstacles. This principle addresses learning barriers in the online learning environment and introduces effective practices to improve equitable outcomes across disciplines, moving us toward equity-minded online classrooms that are welcoming, supportive, and student-centered.

This principle enables:

Developing culturally aware course content and assessments, and inclusive pedagogies;
Supporting students as they navigate institutional expectations while enhancing their digital literacy;
Improving students’ sense of belonging and increasing engagement;
Building capacity for creating equity-minded institutions;
Aligning online teaching and learning to college success plans.

Reflections

The First Step

My knowledge of the strengths and support systems of different groups was limited. While I didn't necessarily see only "one story" for each group, my lens was narrow. As a teacher, I tried to be very flexible because I understood that most of the students had other commitments. One of the questions I asked students on the first day was what other commitments they had - jobs, sports, family, heavy class load, etc. I was comfortable trying to identify students' starting points and working from there. When teaching a college business class on a high school campus, I filled in knowledge gaps with lessons in fractions, percentages, graphing, accessing grades and assignments on Blackboard, etc.The goal of the program was to get students who might not have thought about going to community college to think about it. Once they get taste of college, they are more likely to continue with college after they graduate from high school.

As a coach, I had experience guiding at-risk students toward setting and reaching short and long term goals. I removed "institutional" barriers that reduced the opportunities for these students. For example, I made sure that the organizational meeting was announced in multiple ways so that all students had the opportunity to participate and try to earn a spot on the team. In the past, it appeared that the notice of the meeting was mostly by word of mouth, which in effect limited access to those outside the group. I also worked to remove transportation as a barrier when possible and fought biases and incorrect assumptions.

The Training

I learned that I could make an appreciative inquiry to discover students' prior successes and the ways they were able to overcome barriers. I can help these students recognize that they could use those same or similar strengths and resources to overcome barriers to their existing goals. When appropriate, I can provide guidance to change a student's story from victim to surviver.

I really identified with the findings in the video The Power of Yet. Just as in training for a marathon, effort and difficulty can lead to better performance. In an environment that promotes a growth mindset, when students push themselves outside of their comfort zone, new neurons fire and they get smarter over time. Teachers can create this environment by praising wisely. Instead of praising intelligence, teachers should strive to praise effort, strategies, processes, progress, focus, perseverance and improvement. Instead of giving failing grades, teachers can give a grade of "not yet," which give students the opportunity to process the errors, learn and try again.

Teachers need to find ways to help all students see the applicability of the material to their lives and to engage them in the learning process in ways that are meaningful to them. One way would be to find and incorporate culturally responsive content and try to tie and students' skills and knowledge to concepts being taught. Teachers should encourage students to be independent thinkers and take control of their own learning. For example, students can dig deeper into a topic and share their knowledge with the class. This can also fulfill the students' need to feel that their presence and participation matters.

A significant number of students lack technological skills beyond using their phone. Applying CRT would involve two steps. The first step would be to try to meet the students where they are now by using mobile-friendly materials such as the liquid syllabus. In addition, I could show them through a video how to access the Learning Management System on their phones. I will also let them know when there are web-based materials that can be downloaded and read offline, which can reduce potential issues with wifi access or the use of expensive data. I plan to create or provide links to videos providing step by step instructions on how to access class materials or to use apps for the class. These types of resources were very valuable to me in the @one courses and can make the difference between a student giving up or making the effort to learn. Hopefully this will also help students develop habits of persistence and flexibility so that they will continue to adapt and learn outside of the classroom.

The equity gap in a class can be reduced by providing written information about numerous resources, including technology support, tutoring, computer locations, food assistance, scholarships, and other opportunities. Teachers should also encourage students to reach out to the teacher for any type of issue, not just academic, and then help direct them to possible resources. Even issues that do not appear to be school-related will impact school performance if they are not addressed.

Individual teachers' efforts to close the achievement gap and incorporate equity practices, while worthwhile, are often limited to the students in their classes. In order to achieve long-lasting and far-reaching impacts, educational institutions need to establish an Equity Framework to guide decisions, practices and policies. The goal of an Equity Framework is to raise the achievement levels of all students. For example, my college built a Student Success Center so that students would only have to go to one building to get the services that they need, from admissions, testing, counseling, registration, financial aid, etc. In the past, many of these services were spread out across campus, which created confusion and barriers. The new one-stop center removes real and perceived barriers and gives all students access to the particular services that meet their individual needs.

Open Educational Resources have the potential to greatly increase access to educational resources for all students. Community colleges are starting to encourage the use of OER and posting it in the course descriptions. Teachers can curate the best information from a variety of sources to make the content more meaningful to students. Unfortunately, the process of researching and adapting the OER can take a lot more time than most college faculty have. Fortunately, the Open Educational Resource Initiative is facilitating the creation and sharing of OER courses.

In It for the Long Run

Take advantage of learning opportunities in this area.
Attend more programs put on by the Diversity Committee.
Make sure that my syllabus has supportive and friendly language.
Consider creating an online syllabus.
Help students feel supported and motivated.
Support social and technological skills.
Create low stakes and high stakes assignments, along with support resources.
Create a course using open educational resources.
Incorporate "ignite, chunk, chew and review" strategy for content.
Add culturally-diverse stories that relate to learning material.
Invite sharing of personal knowledge and family experiences.

Examples

Equity Plan.pdf

College Equity Plan

One of the assignments in the Equity class was to find and read my community college's equity plan. After combing the website and reaching out to various people, I was able to obtain a copy. The search was worth it. The plan shows that the college is working on equity and achievement in multiple venues. The college has measurable goals with baselines and an extensive list of activities that support the goal.

Managing Time and Studying

Time Management and Study Skills Video and Padlet

This assignment has students watch a California Community College video which shows that students have control over their success in college. Students need to identify their personality type and style, create a study schedule based upon those factors, frequently reassess and prioritize time, and create defensive strategies to combat the common tendency to procrastinate.

After watching the video, students are required to post a goal and tip relating to time management and studying on Padlet. This is an example of a non-disposable assignment; student posts become a valuable resource for the other students in the class. This also increases a sense of community in the class.

Struggling Student Letter

Communication

Reaching out to an absent or struggling student in a timely manner increases a student's chance of success. For some, it may simply serve as nudge for them to get started before they fall too far behind. For others, it may provide resources that they need to do the work or help them make a decision as to whether it is the right time to take the class. The communication shows the recipient that the teacher is interested in their success and available.

Gig Economy Ice Breaker

Icebreaker

Students want to feel part of a community. Icebreakers provide an opportunity for students to share information and learn a little more about their peers. In this example, students are asked to share information via Flipgrid. Seeing and hearing the other students serves to increase feelings of connection.

While the usual "tell us about yourself" icebreaker can be very informative, if the students do it in every class it can lose its power. In this example, students are asked to discuss their past and/or future involvement with the gig economy. This could tie into course content for a Human Resources class, increase digital literacy and/or lead to student job opportunities.

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