Deliberate Acts of Communicating, DEI, and Discussion Boards

Our students at Texas Woman's University reflect this nation's diversity and are often representative of underserved populations. My particular course, Culture, Inequality, & Self, attracts a broad sampling of students from across the university. This includes first-generation scholars, first-generation Americans, and diverse majors like nursing, kinesiology, and computer science students preparing for graduate school. During my first semester teaching two sections of this course, asynchronous online and traditional classroom, my students came from 14 different countries. This rich diversity of socio-economic backgrounds and opportunities for education necessitated an inclusive approach for exploring culture and inequality.

For this reason, I needed a method that supplied a deliberate and consistent structure for those who required assistance to learn the skills of "how to" write a formal paper. Since both sections use discussion boards for weekly assignments, that forum became the vehicle for meeting both needs. The process emerged as the pathway for composing a research paper as the final assessment of this semester-long project on student learning and sharing culture.

The course discussion board guidelines require two types of posts made on different days. The Major Post are worth 19 points, have a minimum of 300 words, and respond to one discussion question. All sources must be cited "in-text" using page number and ASA style. All "References" are listed at the end of the major post in ASA style. The two minor posts are in response to two peers, are worth 5 points total, and have a minimum of at least 150 words each. While minor posts are informed, they are informal. All of the above requirements and posts must be fulfilled to earn a grade above 0. The instructions may seem daunting. However, students are graded on effort and application. Students receive full points if they choose to fulfill the required number of posts, word lengths, and adhere to due dates as they continue to learn the process of academic writing. As the semester progressed, so did student understanding and abilities at every level.

The rationale for using strict guidelines in my discussion boards was to overcome the perceived obstacles and advantages in a multi-level online classroom. The objectives are transformative learning and academic preparedness as students explore culture and formal academic writing. There are three foci for this discussion board process: 1) intersubjectivity, 2) assessment &

reinforcement, and 3) scaffolding & empowerment.

The first focus is intersubjectivity based on Jane Addams groundbreaking inclusive approach to methodology. Due to the participatory nature of the discussion boards the ground rules are that students must interact with a variety of members unlike themselves. Therefore, they are "seeing" and "hearing" perspectives and ways of communicating that differ from their own. As Mezirow states, these transformative experiences provide us with the opportunity to change our "habit of mind" and "point of view" and potential biases through critical reflection (1997). From Kansas to Korea every student adds value.

The second focus is assessment & reinforcement. Since this is a sociology course, ASA expectations for a formal paper are used as a visual medium for discerning the nuances found in any academic style and formatting. This is accomplished by students receive ongoing proactive peer and instructor feedback. The third focus is scaffolding by empowering students to use the foundations of their work and their unique voice as a core component to their final paper.

The last two points are rooted in experiential learning (Kolb, Alice & David 2005). With the online class, it was imperative that the virtual learning space transform into a real community. One that facilitated a safe space for interactive learning. Assimilating, or brainstorming through minor posts provided honest assessment. Converging was achieved using a concise logical format of ASA style. Accommodating was the practical use of ideas and aligning lessons with real-life experiences. Diverging was a hands-on experience, so to speak, and learning through the repetition of assignments, with feedback from students and instructor.

Using the online discussion boards for face-to-face and online sections allows students to bond and learn as a community. For my online course, I remove the requirements for the final discussion board. This provides my students with the classroom "space" to have closure with each other as they acknowledge their contributions. Finally, the references to Jane Addams and Jack Mezirow may seem outdated. However, each of these individual's foundational work is highly relevant today. As each generation cooperatively works toward equitable practices in education, we must acknowledge the shoulders of the giants we stand on.