Tilt research design for equity

This session was very much a recap on what TILT is and does, so nothing new, except that data of degree completion shows it is still necessary. One good reminder was that when assignments give as their only clear guidelines the formatting, students will get stuck on this.

Rethinking learning spaces for engagement and inclusion 

Columbia U, Caitlin Declercq

The interesting thing for me here was the slightly different angle – starting from a place of physical and mental well being expertise to architecture and ending with the need to have comfortable learning spaces.

Two terms I learned: Sociopetal: encouraged interaction and Sociofugal :discouraged interaction 

Imagining Curriculum mapping to promote inclusion and equity. 

Process described:

1. Initial consultation:  describe process fairly, collaboration,  inclusive reassurance that this is a out tweaks and adjustments, nothing radical
2. What are program learning outcomes
3. Curriculum mapping: table that lists all courses (column 1) and all SLOs (row 1) and then indicates in what course a SLO is covered on the levels of introduction, reinforcement, mastery (and assessment)
4. Action planning – based on misalignment in curriculum map

This process works for any curriculum mapping, but will encounter more stress with IDE focus

Adding breadth and depth to active learning 

Discussion on research that active learning is better than lecture : Unclear def for both terms ; 83% of studies don’t define active learning, 16% define as not lecture  

For workshops. Focus on adding engagements to lecture rather than radically throwing out lecture

Grading for Equity, accurate, bias resistant, motivated 

Based on Feldman’s book

Accurate. Small changes. Eg different point scale

Bias resistant. Don’t grade behavior

Motivated. Multiple attempts , formative ungraded assessment

For some students consequence of bad grades is much higher. Financial aid, visa

Idea for theater. Performance about personal failure and working through it. Early in term

Keynote: From supporting to steering

Conference presentation Robin di Rosa

Land acknowledgement is like Sit down to lunch, take sandwich, apologize, and eat it 

Adrienne rich poem 

I came to explore the wreck
The words are purpose
The words are maps
I came to see the damage that was done and the treasure that was found

Her key points were that the future of public higher education is threatened by neoliberalism, its concepts of austerity as a business model that will hurt teaching and learning while allowing private business access to these universities to syphon off public funding in the name of efficiency.

Higher education, any education, needs to focus on the public good rather than individual private goods. a college degree has a larger ramification for the individual than higher salary (e.g., better health, happier, less likely to be in prison, longer life expectancy) and for the community (e.g., better tax base, less crime, more voting)

Assessment often means: Counting beans is about turning non beans into beans to count them. Beatification 

So: Use privilege to assume risk 

UDL and inclusive learning

UDL also works for cultural differences: consider using different ways to provide evidence of learning, eg story telling Mandarin if you speak it you get charged more. 

True false game a way to give students info and to challenge assumptions. 

Poetry as a invitation for emotional investment 

Be transparent 

Be explicit about having high expectations and trusting of success 

Decolonizing through story telling 

Students as stealth educational developers 

One idea: Students communicate what they need for learning. What is the thing that gets in the way of learning?   Could be be a blog post

Reimagining educational development practices, integrating change theories in complex contexts. 

2 theories of change, one focused on the group (social practice theory), one focused on the individual (reasoned action approach). Pulling these two together allows for more complex change management analysis.

1. Social practice theory

Individuals are influenced by a group, eg dept. teaching practice is socially constructed not individually determined.  Teaching practice is visible – what people say, how they act, within a community of teachers. Practice architecture is invisible – shared goals, common resources, shared vocabulary, assumptions and understanding. When you see these patterns you can use them for change.

2. Reasoned action approach

Individually based in their actions, beliefs, intentions. Noticable when someone resists change.

Pedagogical perspectives on privacy, access and support for educational technology

3 criteria: Digital ethics, access, safety as the key criteria

Their tool shows how an application meets the three criteria. Slack and Discord are on the list of don’t touch.

One big question – faculty build their own stuff – how does this fit into the process of review?

Otl.du.edu

How we support neurodivergent students and neurodiversity

Have all the materials

Workshop length 2 hours

Focus on ADHD and Autism, not meant to make other people invisible

The focus on this session was to outline the workshop and its steps. this includes a segment on defining terms, redefining terms, UDL application

Journal frontiers in psychology

Accommodations only for diagnosed, and it is difficult to get a diagnosis in college

UDL to the rescue

Duke accessible syllabus

In perfect world, neurodivergent person leads workshop

Taking Action – Using the TALLS model

USDA designs – pick one that is meaningful and see how you want to use it.

Students are detached from their learning process

Go.uncg.edu/talls

This presentation provided a couple of models that we as educators need to be aware of and potentially act against:

1. Colonial matrix of power –
   • knowledge and subjectivity – my way of knowing is the only way of knowing
   • authority – who can speak
   • economy – who has money
   • gender and sexuality – subjugation

All of this leads to/interconnects with racism and patriarchy

2. Cognitive imperialism
   • Cognitive manipulation – ties in with neurodiversity conversation
3. Features of white supremacy issues
   • Perfectionism
   • Power hoarding
   • Sense of urgency – we don’t have time to cover this, for creativity, for deeper dives and questions
   • Paternalism
   • Defensiveness
   • Worship of the written word
   • Belief in only one right way
   • Either or thinking
   • Fear of open conflict
   • Individualism
   • Progress is bigger/more
   • Belief in objectivity
   • Claiming a right to comfort
   • In contrast

Indigenous pedagogy

• Learning is an act of worship
• MLK six steps to non violent change
• Learning is missing action when you stay in academia, space and detachment 
• Reflection essential to learning
• Tender resistance
• Don’t use best practice
• Acknowledge the colonial structure

Asynchronous workshops – lessons and pitfalls

What we say about asynchronous courses may not apply to asynchronous workshops

Redefining success – not completion of course but knowing that faculty got what they needed and moved on – this would mean different way to measure success

Some faculty really like public recognition, some are afraid of it – give faculty choices (just like students)

Poster on Rubric generator – Sue Hines, St Mary

Rubric Generator