MHIA Summer 2024: Humanities at Work (Session 3) by Alison Lietzenmayer

Welcome to Session 3!

alietzen — 2024-07-09 23:52:01 UTC

As you get settled and access your materials for today, please reflect and share a response for the following prompt: What groups of students might experience barriers to accessing WBLE, and why?

What groups of students might experience barriers?

alietzen — 2024-07-26 14:05:36 UTC

I always think of our military student population!

Students who are entitled to accommodations

2024-07-26 14:06:30 UTC

Our first gen student that don't have inherited/passed down knowledge of what WBLE and internships are how they are pathways to careers

anolan49 — 2024-07-26 14:06:39 UTC

Robledo - students who want to be artists (in my experience)

2024-07-26 14:06:43 UTC

Students from large families who have to take care of their younger siblings.

2024-07-26 14:06:59 UTC

2024-07-26 14:07:02 UTC

Anyn student who has some type of barrier that does not let the student participate or take advantage of WBL.

2024-07-26 14:07:03 UTC

Students who are juggling being parents of young children while going to school. They're often the primary caretakers of the children during typical work hours.

Non-traditional adult students

vmtucker80 — 2024-07-26 14:07:06 UTC

My programs have a lot of adult learners who work full-time. Internships have to be flexible for them, allowing them to use their current job for credit by working on new experiences.

2024-07-26 14:07:08 UTC

First generation students, figuring out how to navigate anything in college can be challenging, but first gen students have even more new stuff to learn

Barriers

2024-07-26 14:07:15 UTC

Non-traditional students - particularly those who are returning to complete degrees, have families, have jobs already.

Access to WBLE

mmcnutt3 — 2024-07-26 14:07:20 UTC

So, the easy answer is "race/class/gender" and everything that Kristal just laid out. All true! But for me, in thinking about WBLE as a part of a classroom experience, part of the goal of this program SEEMS to be to be able to create some of the value of WBLE within a context where those barriers are removed.

2024-07-26 14:07:31 UTC

Students who are experiencing chronic conditions

2024-07-26 14:07:36 UTC

Brendan: This might sound scoldy or overly defeatist, but I have students in every class who simply aren't READY for a professional environment. They stand the risk of doing harm to their career prospects, and can close those workplaces to future work-based placements by being so labor-intensive for their site hosts.

Safety Concerns

anolan49 — 2024-07-26 14:08:10 UTC

Safety concerns in the workplace for our students, especially based on gender, race, LGBTQIA identity, etc

Barriers

2024-07-26 14:08:12 UTC

We've heard this summer from our INNOVATE students that ODUGlobal students find WBLE hard to come by.

Barriers

2024-07-26 14:08:52 UTC

Neurodiversity

How do we prioritize equity in preparing students for WBLE?

alietzen — 2024-07-26 14:39:46 UTC

Prioritize equity

vmtucker80 — 2024-07-26 14:40:31 UTC

Lecture presentations! Images, font size and color saturation of course content can make it hard to understand. I'm working with ODUGlobal now and have learned a lot of good techniques for making content easier to read, download, and understand for all types of students (VA)

Asking students

alietzen — 2024-07-26 14:41:55 UTC

I think I sometimes take for granted that students understand terminology so starting from a perspective of 'have you explored these definitions before'.

Prioritizing Equity

2024-07-26 14:42:00 UTC

I think the key element here is truly understanding ODU students - particularly how they are represented in our classes. Take the time to know who they are and adapt courses to suit their needs.

EQUITY on WBL

2024-07-26 14:42:36 UTC

Meeting with all studentss before starting a WBL experience to find out the needs they have and what they want to accomplish, and then TRYING to find, gather,and distribute resources and help as each one needs. This implies knowing very well both students and WBL location situation.

Prioritizing Equity in WBLE

2024-07-26 14:42:47 UTC

I think the first step in making equity a priority is by acknowledging our own positionality and biases. The next step is involving students in identifying barriers and developing solutions. It's something that we can do by just letting students share their experiences in any mode/medium in which they feel comfortable.

Prioritizing Equity

alietzen — 2024-07-26 14:42:49 UTC

Respecting names, pronouns, identities as shared.

Dylan: In the class I'm going to be modifying as part of the workshop, we will be addressing race/gender/sexuality/disability/religious identity/etc. exclusion, misrepresentation, and bias in technology design and implementation, and I will be providing training and experience to students in identifying these failures of inclusivity through what is called "imaginative variation" in postphenomenological methodology.

dwittkow1 — 2024-07-26 14:42:55 UTC

I guess, in other words, part of the SLOs of the course include providing humanities-based training on how to pursue and support DEI in the workplace, so it's in the subject matter itself, for me.

2024-07-26 14:42:58 UTC

I'm considering having students reflect on what their experiences have been with work & WBL and what challenges they may personally experience are. So, sharing a definition of WBL and then getting a sense of what the students are bringing and their personal barriers (my courses tend to be under 20 students).

Equity

2024-07-26 14:43:09 UTC

I am struck sometimes by how our work-based learning site hosts' expectations for our students are so grounded in their own experience. So, this is looking at WBL from the other perspective ... Is it possible to convey some of this information to employers/organizations who are providing the WBL opportunities for our students? - Brendan

Robledo - Equity

2024-07-26 14:43:34 UTC

Provide assignment options for different learning styles
Provide assignment options
Provide assignment option for students to offer feedback about any difficulties in achieving the assignment

Equity in WBL

2024-07-26 14:43:38 UTC

I'm imagining using possible difficult interactions/scenarios in workplaces for us to think/feel through responses.

Luis EQUITY WBL

2024-07-26 14:45:02 UTC

Equity in WBLE

2024-07-26 14:45:06 UTC

active and deep listening to our students needs and interests

Kole

2024-07-26 14:45:43 UTC

On the intersection of DEI and the NACE competency of Professionalization, Goldman et al. offers important context. While the NACE competency defines professionalization as “knowing work environments differ greatly,” but Goldman states that “diverse examples (should be used) when discussing professionalism.”

mmcnutt3 — 2024-07-26 14:45:57 UTC

This referencing of listening/adaptation is important, but also as a note: it's challenging when designing asynch online courses where the course material is not able to be adjusted on the fly as easily.

How do we prioritize equity in preparing students for WBLE

anolan49 — 2024-07-26 14:46:01 UTC

For internships: making sure the internships are paid; teaching the what's and why's for internships and how they are entry points into careers; have diverse representation of past students who have done internships so students can see representation of themselves; teaching how to write strong cover letters and resumes to showcase their experience and skills

For in class WBLE: providing universal accommodations and accessibility to students; provide opportunities that suit both extroverts and introverts; create a safe and inclusive classroom environment with shared values of care

Jolene: Equity

2024-07-26 14:51:01 UTC

Maybe a survey at the beginning of the semester should ask what is important to and for each student and their learning style as a way of getting to know the students and allowing a more student-led approach course.

Robledo Exit Ticket 7-26

2024-07-26 16:55:58 UTC

https://docs.google.com/document/d/1VgN9kfBYQnXT0QBt3_8T1k9OkDkq_7A2wqpTJQN4lz4/edit?usp=sharing