Embedded Files
The second @One Quality Principle of Online Teaching encourages students to 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
Artifacts
Artifacts
Principle 2 really allowed me to rethink my teaching pedagogy and analyze my approach to student needs. Equity in the classroom is necessary in order for all students, especially underserved to feel welcomed and provided with the adequate support systems to succeed. This standard also calls for institutions to support equity through curriculum that engages students and gives them the tools to improve their digital literacy. With the inclusion of different tools, I can definitely say that all of my students are part of a growing equity classroom. As I continue to understand my students and align my teaching with the college's success plan I can boost my students success one step closer to the finish line.
EDEL 100(3)-1-1.pdfIn thinking about equity, it becomes a challenge in trying to grasp all the different facets surrounding it. One step I took to create a more equitable classroom was to redesign my own classroom syllabus. By highlighting important information in a more visually pleasing manner will invite students to navigate and learn what the course expectations are. Principle 2 is also supported by helping me build a more equitable course that will hopefully encourage other colleagues to do the same.
In this next piece I decided to take a section of my syllabus that includes a statement stating that all students no matter what they consider themselves are welcomed in my class. This addresses the third criteria in principle 2 that gives students a sense of belonging and support for their learning success.
In this last artifact, I decided to include the welcome letter sent to students. In this letter I encourage students to log into the course and navigate the content. I also let students know how they can contact me and provide them with links to access college information that might be beneficial to them. This artifact addresses principle 2 because it invites students to the course's content that has been developed to meet their educational needs, navigating the course and useful links allows students to become informed about their learning environment, my tone is welcoming which hopefully engages students.
Reflection
Reflection
Before starting courses:
In teaching underserved students equality plays a big role. When I placed equity and equality side by side I had a hard time differentiating them and understanding the basis for each when identifying how I implemented these in my classroom. As an educator, I always strive to provide as many different learning opportunities to students to make my course's content meaningful.
My growth after taking courses:
Equity course I completed really helped me draw a line between equity and equality. This particular course helped me analyze what I was doing to provide equity and what I lacked. Yes, I can say equality is very in my course present, but equity I needed to change the way I presented information by using student friendly language. An assignment that really brought me to realize how language is crucial was redesigning my syllabus. I can now say my syllabus is more welcoming and provides students with enough information to succeed.
How I plan to continue growing?
Equity is should not only be present in one's classroom, but campus wide. What I plan to do is share my learning experiences with my department and hopefully other colleagues will want to redesign the way they present content. What I also plan to do in this area is attend professional development opportunities such as teaching methods to assist me with my instruction.
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