Course Component
1 media/noun_Puzzle_3194093_thumb.png 2020-08-28T09:44:38-07:00 Emily Stenberg d6a6bb12fd4bf8d4cfa2693e85dd60fabe37afe5 37690 14 Puzzle by Matthew S Hall from the Noun Project plain 2020-08-30T15:21:31-07:00 Emily Stenberg d6a6bb12fd4bf8d4cfa2693e85dd60fabe37afe5This page is referenced by:
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2020-08-23T11:04:43-07:00
Incorporating a Racial Equity Lens
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2021-06-07T09:42:46-07:00
This summer, hundreds of thousands of people have taken to the streets to protest the murders of Black Americans. While the Black Lives Matter movement has been building for years, many have said that this moment feels different. As David Cunningham articulated in a conversation with Hedy Lee and Geoff Ward, "this is a time of great challenge, but it's also a space within which we can double down on this mission to say that it's impossible to think about a vibrant university moving forward that doesn't engage these pressing issues in a way that's relevant to students and relevant to the community and relevant to all of us as we work together." The following resources can support you as you consider how to incorporate a racial equity lens to your course.
In my intro neuroscience class this semester I provided a reading assignment about systemic racism in neuroscience. I’m sharing here a very long thread about this experience, what I learned & some of the responses from students. There were approximately 98 students enrolled. 1/13
— Serafine Laboratory (@SerafineLab) December 16, 2020Curated Course Structures and Components
- Full Courses & Syllabi
- #blacklivesmatter library, teaching, activism, and community resource list has a syllabus section among other resources
- This University of St. Thomas library guide includes links to topical syllabi from the Minnesota Uprising Syllabus to #Immigration Syllabus and more
- Assignments & Lesson Plans
- Setting the Tone: This step is essential for courses that will include conversations about equity. This Michigan LSA, Getting Started with Inclusive Teaching includes activities for creating guidelines for discussion, welcoming the use of gender pronouns and other markers of identity, and engaging other best practices.
- Teaching about Race in the US:
- Project READY, Module 2: History of Race and Racism This is a fully developed online module, after which, learners will be able to "Describe how and why the concept of race was developed. Explain how the concept of race was applied throughout history in ways that advantaged white people and disadvantaged people of color and Native people. Outline how historical advantages and disadvantages based on race have accumulated to create and maintain the racial inequities we observe today. Connect historical events and trends to your own personal and family history.
- National Museum of African American History and Culture, Talking About Race Also has fully developed materials, including definitions, videos, reflection questions, etc. for educators who care about their "students' racial consciousness and want to develop their racial awareness."
- Racial Equity Tools offers tools, research, tips, curricula and ideas for people who want to increase their own understanding and to help those working toward justice at every level – in systems, organizations, communities and the culture at large.
- Other Resources
- Michigan LSA, Incorporating Language About Gender-Based Violence and Sexual Abuse Into Your Course Syllabus
- ACUE Inclusive Teaching Practices Toolkit includes "10 inclusive teaching practices that can be immediately put to use to benefit both faculty and their students."
- Center for Teaching and Learning Inclusive Teaching and Learning Page
Curated Relevant Content
Read
- Tuitt, F., Haynes, C., Steward, S. (2018). Transforming the Classroom at Traditionally White Institutions to Make Black Lives Matter. To Improve the Academy: A Journal of Educational Development, 37(1).
- Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching Race: Pedagogy and Practice. Vanderbilt University Center for Teaching. Retrieved [8/23/2020].
- Cole, C.E. Culturally Sustaining Pedagogy in Higher Education: Teaching so That Black Lives Matter. Equality, Diversity and Inclusion: An International Journal, vol. 36, no. 8, 2017, pp. 736–750.
- Patton, L. D. (2016). Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies in Higher Education. Stylus Publishing, LLC. (available as a WashU electronic resource)
- Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons. (available in the WashU library)
- Ginsberg, M. B., & Wlodkowski, R. J. (2009). Diversity and motivation: Culturally responsive teaching in college. John Wiley & Sons. (available in the WashU library)
- Hales, K. G. (2020). Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race. CBE—Life Sciences Education, 19(2), es2.
- Sue, D. W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. John Wiley & Sons.
Listen
Watch- Whose Streets? (available in the WashU library)
- Race: The Power of an Illusion (available in the WashU library)
Experience
- Check out more opportunities to learn and engage at the Academy for Diversity, Equity, and Inclusion
- Full Courses & Syllabi
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2020-08-29T05:57:23-07:00
Linking Academic and Community Learning
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2020-09-22T13:34:59-07:00
Overview
Read: Principles of Good Practice
Watch: Ready, Set, Engage! Principles and Practice of Community Engagement
Relevance
Read: Articles about CETL in different disciplines
Reflection
Read: Principles of Reflection
Create: Reflection Assignments
- On this site from the University of Puget Sound you will find:
- Sample Assignments from a range of disciplines
- A Design Checklist
- Reflection Types such as group dialogues, directed writing, and more
- Reflection models Note: Kolb’s model is sometimes summarized as What, So What, Now What. You can also find specific reflection questions for different reflection models here.
- The Center for Civic Reflection provides reflection questions for a range of topics (e.g. Crisis and Conflict, Power and Privilege)
- Indiana University Bloomington provides reflection questions on service-learning courses
Equity Centered Community Engagement
(Theories to Inform Practices)Critical Service-Learning
Read: Traditional vs. Critical Service-Learning: Engaging the literature to Differentiate Two Models
Listen: Interview with Tania Mitchell.
Discussion of Critical Service-Learning from 21:55 to 42:50.Decolonizing Service-Learning
Read: From Critical to Decolonizing Service-Learning: Limits and Possibilities of Social Justice-Based Approaches to Community Service-Learning
Watch: Webinar on Decolonizing Service Learning
Epistemic Justice in Community Engagement
Read: A Brief Guide to Epistemic Injustice/Justice
Watch: How to Facilitate an Exploration of Epistemic Justice & Community Engagement Through Stories
- On this site from the University of Puget Sound you will find:
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2020-08-29T05:57:48-07:00
Engaging with Community
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2020-09-22T13:41:46-07:00
Watch: Ready, Set, Engage! Principles and Practice of Community Engagement
Respectful Frameworks
I. How We Regard Others: Moving from Deficit to Asset Based Frames
Read
- Asset-Based Community Development (ABCD): The Essentials
- Fostering eABCD: ABCD in Digital Service-Learning
- Suspending Damage: A Letter to Communities
Create Asset Maps:
Using Community Capitals to Develop Assets for Positive Community ChangeII. How we understand ourselves
Watch: Cultural Humility vs. Cultural Competence
Read
- Where Am I? Locating Myself and its Implications for Collaborative Research
- Combahee River Collective Statement
Troubling Our Motivations and Intentions
Read
- Good Intentions Pave the Way to Hierarchy: A Retrospective Autoethnographic Approach
- Blaming the Victim
- False Hope vs. Critical Hope
Create a Course Lesson Plan
Anatomy of An Ally. This toolkit can be used with students to explore motivations for community engagement, reflect on them, and use those reflections to inform opportunities for growth.Reciprocal Partnerships
Read
- Principles of Partnership
- Perceptions of Partnership: A Study on Nonprofit and Higher Education Collaboration
Create a Reciprocal Partnership
- Building and Maintaining Partnerships. This site covers many different considerations and also provides concrete tools. To start exploring, begin by reading the overview page, but be sure to click on the “Guides” link and anything else that interests you.
- A Guide to Reciprocal Community-Campus Partnerships
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2020-08-27T15:50:27-07:00
Building in the Election
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2020-09-04T11:18:55-07:00
The youth voter turnout rate consistently falls below national averages. Students at Washington University are no exception. One best practice for addressing this disparity is integrating election content into classrooms.
Connecting students’ area of studies to relevant policies and political platforms and emphasizing the importance of voting as a response to material learned in the classroom has been proven to increase student voter turnout. In addition, students face numerous procedural barriers to voting.
Many students have never voted before and must navigate various processes, deadlines, and forms in order to successfully vote on Election Day. Including voter education as part of the classroom education experience will address many of these barriers and equip students with the information necessary to complete the steps needed to vote in a timely and accurate manner. Given the University’s interest in increasing the voter turnout rate among its students, adding elections content to courses is crucial.Curated Course Structures and Components
- Full Courses and Syllabi
- Assignments and Lesson Plans
- Other materials
- Gephardt Institute for Civic and Community Engagement Faculty Voter Engagement Resource This webpage has been curated especially for Washington University faculty. It includes election resources to add to courses, including syllabus language, PowerPoint slides, Canvas announcements, and more.
Curated Relevant Content
Read
Articles about integrating voter engagement into courses- Pedagogical Value of Polling Place Observation by Students
- I’ll Register to Vote If You Teach Me How: A Classroom-Based Registration Experiment
- Embedding Engagement in a Political Science Course: Community College and University Students and the Help America Vote College Poll Worker Program
- Institute for Democracy and Higher Education Election Imperatives 2020 Note faculty-specific strategies on pages 8 and 9.
- Making Sense of... The Vote by Mail Conversation
- Block the Vote: Voter Suppression in 2020
Listen
Watch
Experience
- Volunteer at the on-campus polling location
- Engage Democracy events – The Gephardt Institute for Civic and Community Engagement will be hosting civic education events throughout the semester. These will include events that discuss important policy issues, how the pandemic is affecting the vote, and more.
- Become an academic voter engagement hub – Some WashU academic departments have been trained on voter registration and voter engagement strategies to better help the students in their department turn out to vote. If you are interested in having some members of your department trained, please contact Lindsay Gassman, Voter Engagement Fellow, at lindsaygassman@wustl.edu.
- Be a poll worker. Please note that this activity has heightened risk at this time. The Gephardt Institute is not encouraging this for students this year.
Credits
Linsday Gassman
Voter Engagement Fellow
lindsay.gassman@wustl.edu
Theresa Kouo
Assistant Director for Civic Engagement Education
theresa.kouo@wustl.edu
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2020-08-27T15:50:55-07:00
Integrating Information Literacy
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A 2018 Pew survey of us adults revealed that 43% of us get our news from Facebook, and another 21% from YouTube. Deep fakes are now a part of our political landscape, fooling people into believing things that simply aren’t true. Teens in Macedonia get paid to post lies about hot button issues on social media, and you can buy 13k likes on Instagram for as little as 10 Euro according to a 2019 NATO study. Many of us are unsure how to interpret data visualizations, or understand how the peer review process privileges certain types of authority over others.
What do all of these things have in common? They’re facets of information literacy, and they affect all manner of life – personal and professional.Learn More about Information Literacy:
- ACRL Framework for Information Literacy in Higher Education
- Information Literacy in the Disciplines
- Metaliteracy aligned with ACRL Frames
- Developed out of Information Literacy, Metaliteracy is a way to frame information literacy within pedagogy.
Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online. – Jacobson and Mackey, 2011
To learn more, check out Metaliteracy.orgCurated Course Structures and Components
- Full Courses & Syllabi
- Check Please Starter Course on Misinformation - embed a module into your course
- Calling Bullshit – University of Washington course, data focus
- Civic and Online Reasoning
- Assignments & Lesson Plans
- ACRL Framework Toolkit
- Metaliteracy in Practice – assignments and exercises
- Teaching Tolerance Lesson Plans – filtered for 9-12, Digital literacy
- Other course materials
- Fake News Guide
- 2019 Novel Corona Virus Guide
- Information Literacy Skills in the Workplace – Oklahoma State University; premade Canvas module
- Partners in Information Literacy
- WU Libraries Instruction Page. Work with a subject librarian at WU Libraries to integrate information literacy into your course.
Curated Relevant Content
Read
- Weapons of Math Destruction – Common Reader book 2020
- Student's Civic and Online Reasoning National Report
- Project Information Literacy, check out their report on how students engage with the news
- Infodemic Blog from Michael Caulfield
Listen
- Teaching Tolerance The Mind Online Podcast - Digital and Information Literacy - Episode One: The Digital Literacy Universe
- Teaching in Higher Ed – Yes Digital Literacy, But Which One; Mike Caulfield is the guest discussing digital information literacy
Watch
- How biased are our algorithms?
- What do we with big data?
- How statistics can be misleading
- What it means to be racially literate?
Experience
- Test your ability to spot fake news in your social media feed with
- Sign up for The Sift, a newsletter from the News Literacy Project. They often have great tips, lesson plans, and activities to share.
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2020-08-29T05:58:11-07:00
Assessing Community Engaged Courses
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2020-09-03T14:46:46-07:00
Assessing your Community Engaged Course is important to
- support your students' learning and development.
- support you to improve your course and the community engagement project.
- create accountability for meeting community partner objectives.
- contribute to the development of new knowledge about Community Engaged Pedagogy.
Formative Assessment
Formative assessment is ongoing throughout the semester/project. These assessments are meant to help you understand where you are in the learning/project process so that you can make any needed adjustments to improve your outcomes. Formative assessments are meant to relatively quick, require a small investment of time and energy, and be relatively low stakes. Reflection papers, exercises, discussions, etc. are often used as formative assessments.Student Learning
Course Components
Student learning formative assessments. Classroom Assessment Techniques (CATs) can be used to assess what students are learning from their community engagement project, and how they are connecting academic content with their community engagement.Project Development
Community Engaged project formative assessment: Just as you check-in regularly with your students about how their learning is developing, you should also be intentional about creating check-ins with your community partner to learn how the project is developing. Following are some things you might check in with your partner about throughout the course.- Communication with your community partner
- Are students communicating appropriately (tone and frequency) with community partner and their constituents?
- Are communications between faculty member and community partner frequent enough? In the right form (meeting, phone, email, text, etc.)? Addressing the right topics?
- Should faculty and community partners communicate together with students, or is it enough for faculty member to be communicating with students, the community partner to be communicating with students, and the faculty member and community partner to be communicating?
- Students’ preparation. Have students been adequately prepared to be successful in their work on the community engaged project? Are there things they need to learn that you did not initially anticipate?
- Is there training or support that the community partner or their staff needs to fully participate (training on a particular software being used for the project)?
- Timely progress on community engaged project. If the project is proceeding more slowly than expected, are the adjustments that need to be made? If so, make sure to collaboratively plan these adjustments with our partner.
- Quality of the work being done for the community engaged project. If the quality is not up to a reasonable standard, what changes could be made? If the quality is high, what has contributed to that?
- Unanticipated benefits or challenges.
Summative Assessment
Summative assessments are used to evaluate whether course learning/project outcomes have been achieved. These assessments are done at the end, or/and after the completion, of the course and/or project. Summative assessments are typically more effortful and take more time that formative assessments and are higher stakes.
Students' learning may be assessed through assignments in your course. Examples include final papers, their final product for the community engaged project, or on a final exam. These assessments contribute to a student’s grade for the course.
After the completion of the project, you can assess student development through non-graded means (e.g. course evaluations, surveys, focus groups, interviews etc.), and don’t forget to measure community impact as well.Read
- Assessing Service-Learning and Civic Engagement, Principles and Techniques (2nd Ed), Chapter 3 “Student Impact” and Chapter 5 “Community Impact”
- Sam Fox Blue Pages Guide on Project and Program Evaluation
- Other Assessments to consider: