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What does culturally relevant pedagogy mean in the community college context

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What does culturally relevant pedagogy mean in the community college context

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Discussion Questions:

1. What is culturally relevant pedagogy?

2. What are the implications for practice?

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What does culturally relevant pedagogy mean in the community college context

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Revisiting validation theory: Theoretical foundations, applications, and extensions

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Revisiting validation theory: Theoretical foundations, applications, and extensions

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Discussion Questions:

1. In what ways, does the theory support belongingness?

2. What specific strategies can be implemented in the classroom that will foster belonging?

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Revisiting validation theory Theoretical foundations, applications, and extensions

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High-impact teaching practices foster a greater sense of belonging in the college classroom

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High-impact teaching practices foster a greater sense of belonging in the college classroom

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Discussion Questions:

1. What are high-impact teaching practices?

2. How might you use the high-impact strategies mentioned in the article?

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High-impact teaching practices foster a greater sense of belonging in the college classroom

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Discussion Questions:

1. How would this theory help to create a sense of belonging?

2. What are some ways to apply this practice to your teaching?

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Fostering a sense of belonging using a multicontext approach

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Fostering a sense of belonging using a multicontext approach

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Discussion Questions:

1. How was a sense of belonging understood and experienced by the online students?

2. What strategies were used to foster belonging in the online learning space?

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Fostering a sense of belonging using a multicontext approach

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Student belongingness in higher education: Lessons from professors from the COVID-19 pandemic

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Student belongingness in higher education: Lessons from professors from the COVID-19 pandemic

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Discussion Questions:

1. How did the pandemic impact belongingness?

2. What high-impact or practical strategies have professors implemented to create spaces of belonging for students?

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Student belongingness in higher education Lessons from professors from the COVID-19 pandemic

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1) Student engagement dropped significantly during the pandemic due to a number of reasons. Students who expected to be in person were forced into online, isolated into dorm rooms if they were online, or stuck in a physical space that made them close to high school friends physically but not socially anymore since we often move beyond out teenage persona as we get to college.

Professors expended the energy that often went to student engagement and connection to scramble to learn/build online content. This meant that student connections to one another and to their professors were lost.

2) Arriving a few minutes early and either launching the Zoom without being there (students can talk with one another) or when professor is present (student/professor connection).

Break long lectures into smaller chunks that used small group breakout/discussion to reinforce and have student learning.

Small groups should be more consistent and less random for each class so that friendships can develop over a period of time.

Use the knowledge from our getting to know you introduction video/post to create diverse groups that feature multiple viewpoints.

Designating roles in the breakout groups - leader, listener, devil's advocate (rotate these roles when holding groups)

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Arrive to a live online class early to talk to your students

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Arrive to a live online class early to talk to your students

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Breaking the lecture into small pieces, teaching first then have breakout rooms where students work on questions in a smaller group to foster student connections

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Breaking the lecture into small pieces, teaching first then have breakout rooms where students work on questions in a smaller group to foster student connections

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Keep the same discussion groups throughout the semester so students can get used to each other. Designate students in each group to be a leader, a listener and a devil's advocate, and switch these around 

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Keep the same discussion groups throughout the semester so students can get used to each other. Designate students in each group to be a leader, a listener and a devil's advocate, and switch these around 

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1. Based on this theory, it supports the concept of belongingness by validating student experiences and knowledge, which ensures student learners feel respected and appreciated. 

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1. Based on this theory, it supports the concept of belongingness by validating student experiences and knowledge, which ensures student learners feel respected and appreciated. 

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2. What are the implications of practice?

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2. What are the implications of practice?

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1. Disrupt Anglocentric curriculum by considering if instructors are meaningfully incorporating materials from sources that mirror their students
2. Validating students' rich cultural experiences
3. Empowering students socially, intellectually, politically, and emotionally
4. Challenge "assimilation ideology" to promote a more diverse and unified learning community

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1. Learning student names.
2. Asking about weaknesses/insecurities as much as strengths to help them evolve.
3. Using technology to reassure confidence. Ie: creating  "affirmations" in the classroom between students
4. Creating opportunities throughout the semester to learn more about students and the families in new ways. In the process of working more closely with students, faculty can potentially draw out hidden talents & abilities (learned through their upbringing).
5. Allowing students to see themselves reflected in the curriculum, to avoid feeling invisible — creating their own "capital" as a human.
6. Taking away the term "non-traditional" and treating students as individual, unique humans.

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1.       Capstone projects, Collaborative Projects, Group papers, Real life, Higher levels of academic achievement, Creating an environment that fosters a sense of belonging, Inviting guest speakers, Teacher behavior checklist (student feedback), Creating relevant content, Connecting students with the career center and internships, End of course surveys, cross-curriculum collaboration, providing resources for emotional and financial support, creating a classroom community

2.       Be more accessible, faculty interventions, define goals and provide clear expectations, consistently monitor progress, conduct assessment analysis in order to identify areas of weaknesses for the majority of the students, define objectives of the lessons at the beginning of the class, provide a course map, providing time for discussions and collaborations, explain the importance of the lesson and how it connects with previous lessons

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Peer support system

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1. What is culturally relevant pedagogy?

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1. What is culturally relevant pedagogy?

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Culturally RELEVANT "Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change”

Culturally RESPONSIVE "A pedagogy that recognizes the importance of including student’s cultural identities in all aspects of learning. It empowers students socially, intellectually, politically, and emotionally"

"Multicultural education encourages the disruption of an Anglocentric curriculum with the hope that through the teaching of multiple cultures and perspectives, students will gain a better understanding of themselves and their classmates"

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A sense of belonging to enhance participation, success, and retention in online programs

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A sense of belonging to enhance participation, success, and retention in online programs

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Discussion Questions:

1. How was a sense of belonging understood and experienced by the online students?

2. What strategies were used to foster belonging in the online learning space?

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A sense of belonging to enhance participation, success, and retention in online programs.PDF