Tuesday, November 22, 2022

6 Pillars of Equitable and Engaging Design

Research tells us that first-generation college students, students of color, or students who have experienced economic disadvantage often graduate at much lower rates than other students. As faculty, there are actions we can take to impact this. Academic confidence and sense of belonging are directly correlated with high GPAs and retention rates - particularly for underserved students. Use these research-tested strategies to help your students persist and succeed. 

 ⭐ Stars mean beyond-average choices that may require more planning on the instructor’s part. 

6 Pillars of Equitable and Engaging Design

These pillars come out of research in learning science, including topics like culturally responsive teaching and Universal Design for Learning (see sources below)

Meaning -  A meaningful curriculum connects to students’ lives - their goals and dreams for the future as well as their previous experiences, background and community. A sense of meaning is a major factor in motivation.

Access / Transparency - - This pillar refers to targeted measures to remove specific barriers to access that different student populations may encounter. Transparency specifically refers to helping students peek behind the pedagogical curtain to clearly understand not only the “what” of what they are doing, but also the “why”

Scaffolding - Scaffolding refers to activities which support the processes students need to learn. Like the scaffolding on a building, they are a temporary support to buttress student learning as it’s being built.  

Autonomy/Flexibility/Power - the ability to make choices in one’s work (or education), or to impact a situation or environment can be deeply motivating. A basic principle of Universal Design for Learning, autonomy often allows students the flexibility to demonstrate their understanding, showcase their strongest skills, or work at their personal peak times.   

Belonging/Collaboration - Belonging refers to students' ability to feel comfortable and accepted “showing up” as their whole selves in class. Collaboration and belonging are two sides of the same coin. Collaboration with peers can be a key aspect of belonging, where students strive to make meaning with peers. Both are positively correlated with persistence and student success. 

Mentoring relationships - students are motivated when they feel connected to a mentor who cares. “Students are more likely to lean in and apply themselves at a higher level when they know their instructor believes in them (Gay, 2000; Hammond, 2015; Ladson-Billings, 1994).” - Michelle Pacansky-Brock

Applying the Pillars

Below are four high-leverage areas of instruction where the pillars can be applied.

Area 1 - Welcoming 

  1. Meaning - ⭐ Students are helped to understand the “big ideas” of the course early. These could be key questions or real-life connections. Helps students understand why this is worth studying!

  2. Access/Transparency 

    1. students can easily access information that helps them get grounded in the basics of the course, including syllabus, how to reach the instructor, access technical support and information about how to get started (see our pre-semester checklist for details).

    2. Make course rules, resources and accommodations explicit. The reason? Research suggests that first-generation students may not be familiar with the “hidden rules” and resources of college. These can include the practice of asking for extensions and accommodations, office hours (and why they exist!), as well as campus supports like tutoring, student services, counseling or disability services. 

  3. Mentorship - a warm, enthusiastic welcome helps students meet the human who will be teaching them. A short, imperfect video sent out before classes begin, a humanizing instructor bio and/or welcome letter all can be helpful!

  4. Belonging/Collaboration - activities that help students connect with peers AND indicate that all cultures, backgrounds, etc. are welcome are good for this. Ideas might include icebreakers, class introductions, and/or pre-semester survey. 

  5. Autonomy/Power - ⭐ Letting student voices be heard in the classroom early on is helpful. Examples: an icebreaker that allows students to share their own stories, or the creation of a group classroom charter. 


Area 2 - Assessments 

  1. Meaning- Assessments are connected to, and measure, whole-course outcomes.  

    1. ⭐ Assessments are based in authentic, real-life questions, dilemmas or projects.  

    2. ⭐ Opportunities for students to bring in prior knowledge, culture, community or life experiences into assessments.

  2. Scaffolding -  Scaffolding in assessment can mean allowing students to assess their own progress on key skills and knowledge. Formative assessments (low-stakes assessments) that allow students to get feedback in a low-risk environment before a major assessment are particularly important.

  3. Transparency - Assessments are created using the TILT Higher Ed model, with purpose, tasks, and criteria for success clearly delineated

  4. Autonomy ⭐ Assessments offer aspects of autonomy and student choice (in either format or content).  ⭐ There are opportunities for student goal-setting, self-assessment, and collaboration in assessing their own learning. 


Area 3 -  Course Activities and Readings/Materials

  1. Scaffolding 

    1. Learners are given opportunities for guided practice, feedback, and chances to repeat instruction or information - particularly in the areas where students are known to struggle.

    2. Learners have access to supports to access course readings and resources (vocabulary, translation, background information, help understanding structure, etc.).

  2. Meaning 

    1. ⭐ Course activities and materials are connected to “big ideas” and student goals in the course.  Activities should support whole course and unit-level learning goals. 

    2. ⭐ There are opportunities for students to bring in prior knowledge or life experiences into course activities.

    3. Instances of bias in the discipline, either historical or current, are addressed and discussed. A social justice lens is used to look at practical applications of theory.

    4. ⭐Course readings reflect diverse voices, not just authors/creators from historically dominant demographic groups, particularly in foundational work on disciplinary theory and practice.

  3. Collaboration/Belonging - 

    1. Students are given opportunities to build meaning and understanding with peers.

    2.  ⭐ Activities that build community and create a sense of belonging continue throughout the course. 

  4. Access

    1. ⭐ Course materials and tech are zero or low cost.

  5. Autonomy/Flexibility/Power 

    1. Activities are chosen that allow students to express themselves in different ways (examples: written reflections, exit tickets, peer work, digital bulletin boards like Jamboards, whole class discussion etc.). 

    2. ⭐ Learners have some input into what they are reading and learning - for example, a student-created index or library of resources on a topic.

    3. ⭐ Learners have some choice about how they interact with these course activities, or which ones.

  6. Mentorship - ⭐ Students have a chance to connect individually with the instructor (for example through conferences, individualized feedback, etc.)


Area 4 - Technology 

  1. Access

    1.  Course materials and tech are accessible to all learners, and follow standard accessibility guidelines.

    2.   ⭐ Course materials and tech are zero or low cost.

  2. Meaning 

    1. Course technology is aligned with and supports course goals.

  3. Scaffolding

    1. Technology is introduced like any new course material, and students are given instructions, opportunities to practice, and resources to troubleshoot any new technology in the course. 

  4. Autonomy - ⭐ Learners have some choice or autonomy about course materials and tech (for example, which materials they access, or how). 



Further Reading

Equitable and engaging design just-in-time resources- dig deeper into these topics in 5-20 minutes


Sources 


Further Reading: 

  • Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561. 

  • Cohen, G. L., & Steele, C. M. (2002). A barrier of mistrust: How stereotypes affect cross-race mentoring. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 205-331). Academic Press

  • Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.

  • Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W.W. Norton & Company.

  • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.

  • Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82.

  • Wood, J. L., Harris, F. III, & White, K. (2015). Teaching men of color in the community college: A guidebook. Lawndale Hill. 

  • Woodside, B. M., Wong, E. H., & Weist, D. J. (1999). The effect of student-faculty interaction on college students' academic achievement and self concept. Education, 119, 730–733.


Examples: 

2019 Summer Teaching Institute - Leveraging Students’ Curiosity and Prior Knowledge to Cultivate Deep Learning in High- and Low-Stakes Writing Assignments (example of infusing meaning, collaboration and autonomy into activities).


6 Pillars of Equitable and Engaging Design © 2021 by Abby Machson-Carter is licensed under CC BY-NC-ND 4.0 

Posted by at No comments:
Subscribe to: Posts (Atom)