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Course number: PSYC 107, Controversial Issues in Psychology | Psychology, Equity, Flexibility

Reflection on Instructional Change:

Probably the best practice from ACUE was to reflect on the differences students bring to our classrooms. I do scaffold several activities, including papers, where students can build on what they are doing to get to a final project. Additionally, students have the option to amend what they have submitted once they have feedback to improve their submission. THAT is learning. The end result is that the students have met the learning objectives of the class.

Students in my classes have the ability to submit/resubmit almost all of the assignments for a better grade. I require meetings with the teams of students (groups of 3) to meet with me via zoom within the first few weeks of the semester so I can verbally explain the class requirements. I mention that my due dates are guidelines to help them succeed in the course, but they are also somewhat flexible. I would much rather students complete the assignments and thus learn, than not complete them and not learn.

The ACUE materials that provided the best instruction for my circumstances were the implementation resources which helped me actually incorporate the practices into the classroom.

During my Observe and Analyze session, there was a a bit of incredulity as to the flexibility I allow in my classes as far as due dates. However by instructing students that the due due dates are guidelines to keep them on track, I do find that the majority of my students adhere to those deadlines. However, the flexibility allows for resubmission if improvement is needed, thereby increasing student learning.

**Evidence of Instructional Change**
Protocols for O&A session	I really do not have an image that demonstrates students being able to revise their assignments. I do stress with my students that learning is what is important in the class, and I am trying to reduce their anxiety when confronted with deadlines. I indicate it is ok if assignments are a bit late as the only way to learn is to do them and learn - rather than stress and not learn at all.	Microcredential badge.

Changes in Course Syllabus and Schedules:

Post FLC - Syllabus and Schedule

**Faculty Bio**
	As part of a peer community, I feel we are all passionate about reaching our students and helping them transition successfully through university. Along the way, we also learn how to be more effective educators by collaborating with colleagues, sharing tools, techniques and strategies that help engage students in learning. I have been teaching at Sac State since Spring 2012 and have been active in both shared governance on campus as well as various CTL programs, including the Summer Teaching Institute, Faculty Mentoring Faculty, PLCs and Open Educational Resources. My research area of interest is Behavioral Neuroscience, specifically sex and age differences in sensation-seeking.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.