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KINS 151A: Biomechanics

Inclusive Syllabus, Equitable Grading, Language

Reflection on Instructional Change:

I worked, among other things, on implementing more equitable and culturally responsive assessment practices. I realized that students with different backgrounds and opportunities perform differently, especially in my mid-term exams. I wanted to guarantee all my students a successful learning environment, removing a lot of the stress that it is involved with mid-terms and allowing everyone to demonstrate their value.

I tried to address the Knowledge Creation and Measurement of Learning bias, adopting a more inclusive syllabus and developing a grading system that focuses on the process of learning throughout the semester

Specifically:

I tried to adopt a more personal approach in my syllabus and removed generic terms as “student” or “the instructor”. I also provide more specific example how lab activities are conducted. I clearly specify that students can ask for extensions and extra help if they need it.
I explain that emergencies can happen and we can work together to find a solution to come to different lab sections, watch a recording of the lab or the lecture etc. This applies to midterms too: if for any reason they miss a test, students just need to let me know and we will arrange a different day for them to take it.

I now assign increasing weights to the mid-term tests: starting with just 10% for the first one, and increasing it to 20% for the second one
I now adopt a re-take policy for the two midterms: any student scoring less than 70% in these test is required to re-take the test, after scheduling a meeting with me to go over the first attempt and see where they need to improve

Participation in this FLC has helped me recognize that I had a cultural bias in my assessments, while my goal was (and still is!) to assess the knowledge of the material, I realized that the cultural background of my students can influence how they perform in my class. The changes I made were welcomed by my students: we already had our first test (Take 1 and the Retake) and knowing that in case they failed the test they had a second attempt, students were much more relaxed. Also, of the 19 students who took the first test and didn’t pass, 17 of them improved on the second attempt, with an average improvement of 22 points.

**Evidence of Instructional Change**
Screenshot of Canvas announcement, with info and instructions about the Test 1 retake.	Grades for Test 1, Take 1 vs Retake. The average improvement was 22%.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	Hello! I am Dr. Taboga (you can call me Dr. T, if you want) and I study biomechanics. I used to be a 400 m runner and now I focus on longer distances such as 5k or 10k, so it is not surprising that in my research I mostly focus on running. I was born and raised in Italy, I got my M.S. in Biomedical Engineering at the Polytechnic of Milan in 2006, where I also got a postgraduate degree in Innovations in Surgery in 2008. I then received my Ph.D. in Biomechanics from the University of Udine in 2013. During my Ph.D. I spent six months at the Locomotion Lab at the University of Colorado in Boulder, doing research on sprinters with amputation. In 2013, one of the scientists in that lab offered me a Postdoc position to continue that research. I met exceptional athletes, coaches and scientists during this adventure and that experience made me decide to stay here in the US. I came to Sac State in 2016 as an assistant professor of Kinesiology and Biomechanics, in 2017 I became the director of the Biomechanics Lab. I was delighted to find a vibrant running community here in Sacramento and this seems like the perfect fit for my career and my interests.

This work was supported by grant funding from:
	STEM4Equity: US Dept. of Education STEMHSI P031C210012 NSF STEMZone: 1832335 *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 Sacramento State.