EDUC165: Sex Role Stereotyping in American Education

Participation, Application, Learning Outcomes

Reflection on Instructional Change:

A practice I implemented from the ACUE course was to streamline my modules, so there was consistency and flow with readings, activities, discussions, and assignments. I started each module with a short video or activity to capture student attention. I made sure I was consistent with the flow, so the students always knew what was happening each week and the week ahead. I had never considered doing this before, but it makes sense that the students would be interested in the information if something draws them in.

By implementing this practice, I felt I was better able to share the information I wanted to teach and was able to keep on track. My students were more engaged, and they asked more questions. I had been inconsistent in weekly recaps and discussing the week ahead. By streamlining my modules and providing a transition into each subject, the students found the content to be less confusing. One student emailed me and said that she appreciated the new approach. It helped her keep up with the content and feel like she understood it better. I also had more students willing to have their cameras on and participate in our discussions.

Having access to the demonstrations, and being able to watch the videos and analyze them, was a wonderful tool that helped me immensely. Being able to have conversations with my peers about these videos helped me even more.

Watching others and seeing new information or techniques is always very beneficial. The feedback everyone provided was enlightening.

Evidence of Instructional Change
Image 1: Class During Instruction	Image 2: Student Discussions	Image 3: ACUE Badges

Practice and Reflect on: Using the Active Learning Cycle in Online Courses: Al 4 Course Demonstration.pdf

Course Syllabus: EDUC 165 Fall 2023.pdf

Faculty Bio
	Tina McKinnis is an adjunct faculty lecturer of undergraduate studies in Education at Sacramento State University. She is also a middle school teacher for Sutter Middle School in Folsom. Her research focuses on gender equity within children's literature.

Work supported by:
	Academic Affairs GI 2025 STEM4Equity: P031C210012 Department of Education STEMZone: 1832335 National Science Foundation *Any opinions, findings, and 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.