Teaching to Increase Diversity and Equity: Scholarship and Practice by Esther

Concerns

elchiang78 — 2015-05-28 14:49:45 UTC

Having enough tie and energy for the task

Perceived trade off on coverage/content vs. process

Assessment?

Plans

elchiang78 — 2015-05-28 14:50:12 UTC

Re-commitment to considering more active learning strategies, varieties of participation, various learning styles

Greater diversity in examples, sample data, etc. where possible.

Remaining Question

elchiang78 — 2015-05-28 16:03:22 UTC

How can Praxis Independent Study become more accessible to McBrides, C3 Transfer students, who have less flexibility in taking courses that don't count as distribution or major requirements?

Commitment

elchiang78 — 2015-05-28 16:04:34 UTC

Create a first day activity that allows everyone to get to know each other as individuals and that builds community in the class.

Commitment

elchiang78 — 2015-05-28 16:05:08 UTC

In Praxis Info Sessions, one in program instructions will be more explicity about the Pedagogical Rationale for Praxis. (including the learning plan, Reflection, one poster session, since these are all mandatory parts of the progam.

Commitment

elchiang78 — 2015-05-28 16:06:35 UTC

I'd like to consider ways of getting them up- moving & making

Be intentional or explicity with students about why we use these forums.

Commitment

elchiang78 — 2015-05-28 16:11:06 UTC

Be more explicit with course expectations and my rationale for these expectations at the beginning of the semester.

Be more intrusive with my struggling students, especially early in the semester.

Question

elchiang78 — 2015-05-28 18:50:55 UTC

How can I engage with students who are more reluctant to participate or to come to office hours? What could I do differently?

First Year Writing

elchiang78 — 2015-05-28 18:51:53 UTC

Providing various forums for participation in my first year writing class. Goal: move beyond discussion..

1) Look for resources on ways different types of participation work for different learners.

2) Ideas - In particular- Mind maps (concept maps), graphs, interviews in class.

New Commitment

elchiang78 — 2015-05-28 18:55:41 UTC

Use the "portrait of an uknown scientist" exercise/presentation in my new microbiology course --> replace presenetations on Noble Laureates and ASM videos used by my colleagues in current version o fthe course.

Remaining Question

elchiang78 — 2015-05-28 18:58:30 UTC

Why is the bell in the equity vs. equality metaphor at the same height for everyone? Should the learning goals and outcomes be the same for all students in a course? Does one "block" = "one help unit" ? How to read the metaphor.

Commitment

elchiang78 — 2015-05-28 19:00:05 UTC

Require ALL students to come to office hours before first quizes! So they will hopefully all feel m ore comfortable doing so when needed later.

New Commitment

elchiang78 — 2015-05-28 19:01:14 UTC

Have students pick up their first quiz on prerequisite material in my office hours to chat about performance, experiences, expectations, concerns questions...

Question

elchiang78 — 2015-05-28 19:02:29 UTC

How do I help struggling students from underrepresented group without it appearing that I'm singling them out because of that status?

Commitment

elchiang78 — 2015-05-28 19:03:07 UTC

Be more explicit about why I require things for class (eg. Free online homework) : I'll set up a scatterplot of online homework grades vs. final average and share it with the next class.

Commitment

elchiang78 — 2015-05-28 19:05:09 UTC

In a new course - (not yet planned) I hope to address diverse learning styles using same group assignemnts and some peer evaluation. As used as individual work. Allow multiple ways of demostrating learning or knowing)

Question

elchiang78 — 2015-05-28 19:06:34 UTC

How does an institution balance getting to know students as individuals without violating an individual's privacy? Or desire for anonymity? Is anonymyty not an option we want for students in our classes?

Commitment

elchiang78 — 2015-05-28 19:08:17 UTC

Speak with all students, early and often!

Question/Concern

elchiang78 — 2015-05-28 19:08:45 UTC

It is easy to reach out to/work with students who are nice. How do we manage to do justice to students who are not nice, friendly, etc?

Commitment

elchiang78 — 2015-05-28 19:10:47 UTC

I will make every effort to build in more opportunities for students to use each other as resources through increased group work and more conversation in class with the idea of generating self-awareness that can (hopefullly) lead to increased self-advocacy.

Question/Idea

elchiang78 — 2015-05-28 19:12:42 UTC

Have periodic (3x/semester?) discussion in class of issues of equity & access - maybe disucss a study or statistics? Anonymous sharing of college transition stories?

Concern

elchiang78 — 2015-05-28 19:14:10 UTC

Stduents identifying themselves as being the grades they receive.

New Idea

elchiang78 — 2015-05-28 19:14:49 UTC

In-class mini quizzes via app

Not for grades, just for assessment.

Commitment

elchiang78 — 2015-05-28 19:17:13 UTC

I'd like to have more students involved in the classroom. This may involve working to engage with more students earlier in the semester.

Question

elchiang78 — 2015-05-28 19:18:30 UTC

Howa re online activities culturally responsive?

Concern

elchiang78 — 2015-05-28 19:18:59 UTC

What would be the best way to help students in my course who come to it less comfortable with the fundamental prerequisite skills/knowledge?

Commitment

elchiang78 — 2015-05-28 19:25:17 UTC

Use a memory narrative ice breaker of HOW the subject matter came up for them when they were young

Commitment

elchiang78 — 2015-05-28 19:26:19 UTC

I will ask students to do profiles of scientists comtemporary, exemplifying their connection to the fireld.

-Describe their path

-Why they are inspiring

Question & Concern

elchiang78 — 2015-05-28 19:27:36 UTC

How to motivate students to be courageous enough to try, to risk failure? If they don't try, they don't confront possible "I could not do it."

Commitment

elchiang78 — 2015-05-28 19:28:29 UTC

Use praise for effort and hard work not just correct outcomes

Commitment

elchiang78 — 2015-05-28 19:29:05 UTC

Have required individual meetings/interview with each studente as early as possible in semester.

Commitment

elchiang78 — 2015-05-28 19:29:40 UTC

Office visit assignemnets at the first half of the semester for students to respond to:

-How the class will help them with future?

-What changes they would like to see for a class?

-What are their plans for achieving a better/good grade for the class?

Question

elchiang78 — 2015-05-28 19:33:31 UTC

How can one really distinguish a stereotype from a fact?

New strategies, activities, etc.

elchiang78 — 2015-05-28 19:34:20 UTC

-Try to recognize emotional reaction to task students may have; they won't view it rationally as I do.

-Emphasize that if they have a problem other do too and maybe I DID too!

Commitment

elchiang78 — 2015-05-28 19:35:18 UTC

Push ALL students to be able to permit themselves to be a success

Commitment

elchiang78 — 2015-05-28 19:35:42 UTC

Meet with each student individually early in semester to learn about their interests, goals, and concerns for the course and beyond.