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I have practiced equity in the classroom by making assignments accessible to all students. I have modified assignments based on my students needs for the semester- Jennifer

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One example would be giving students a variety of media formats to complete reflections on readings or experiences in the field.

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Equity is still a bit confusing to me because I am unsure how to integrate it into my math course. It is also a little confusing because we talk about equity, yet state exam testing is still a big priority in schools. -Jennifer

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Michelle O: My pedagogy is rooted in ensuring I am reaching equity while teaching rather than equality. I try to bring my equity experiences teaching ELLs in the DOE to my college classroom. I consider all of the factors that will ensure my students can maximize the full learning potential and HOW I can do this.

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Equity can be confusing because some opportunities that I think are offering equity can also be exclusionary in other ways.

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I am connecting with Deborah here in terms of Universal Design and trying to teach for all students not just the ones who are doing well.

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"Supporting learner agency to tinker with, modify and create tools" has been central to my reenvisioning of our Computers in Education course

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Differentiating a rubric in an undergraduate course

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Being fair to all of my students and creating relationships with each of them. -Jennifer

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Michelle O: I have practice equity by deeply looking at my assignments and asking myself upon completion if I have ensured that I limited as many barriers as possible for students in my course to be successful. I give a survey at the start of the semester to ask about learning styles, possible language barriers and provide them with a space to explain how I can help them be successful during the semester. Students really open up and I can better support their needs.

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This work in complex and multifaceted. It is challenging to work on all these aspects at once, especially alone. Additionally, having other perspectives is ESSENTIAL to doing this work well.

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I joined this affinity group to learn more about equity and see how I can incorporate it into my teaching practices, both as a middle school teacher and as an adjunct professor. -Jennifer

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For coherence. But most importantly because I think we need to collaborate more intentionally in higher education and really think deeply about the terms we use that affect our students - Jessica

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Michelle O: It is the type of work that will provide my students and I with additional strategies, resources and paths. I look at this as a long term investment for myself, my future students and theirs!

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I think it would be trying to connect what my students bring to the class (cultural capital) with what they are learning and scaffolding what is needed so that they can become more independent and they understand that they have a right to advocate for themselves.