Culturally Responsive Teaching Fall 23-Spring 24

KINS 158: Motor Learning and Control

Community / Utility Value / Compassion

Reflection on Instructional Change:

KINS 158 is one of the last courses that every student in the Kinesiology Department is required to take. We usually have the students complete a final project but I wanted to modify the project with 3 goals in mind: 1) give students a chance to create a community in the classroom, (2) give them practice integrating previous physiology knowledge from other courses, and (3) to learn about and teach their peers about a social justice or health inequity issue (utility value). A majority of the students in this major will become healthcare professionals or educators. As future clinicians and educators, it is imperative that these students are aware of social justice and health inequity issues that their patients and students are facing. Oftentimes, clinicians and educators are taught about issues but never asked to reflect with empathy on these issues. It is also important that they take time to understand what role they might play in addressing these inequities.

To implement this change, I piloted a group project (see below for link). I will briefly summarize some of the key components of this project related to the aforementioned goals. 1) Creating community: Students were asked to reflect on their own identites and analyze what they already knew/didn't know about health inequities through the first assignment of the semester (see Identity Wheel below) and a pre-survey (beginning of semester) and post-survey (end of semester). Students also got to know their group throughout the semester by working with them on labs and working in class and lab on the final project. Students also got to know other students, outside of their groups, in lecture through interactive activities and icebreakers. (2) Utility Value and (3) Understanding equity issues: Students were required to use knowledge from their previous courses (Anatomy and Physiology) and integrate that knowledge with the information learned in Motor Learning and Control to describe the pathophysiology underlying a condition that affects motor learning and/or motor control. They then needed to teach the pathophysiology to their peers. In addition, they were required to describe a social justice and/or health inequity issue for that specific condition. This project required them to do research on their own and as a group and to find a way to break down higher level concepts to a general audience. This project also required them to think about the people behind a medical condition and how different factors can lead to health inequties (empathy). The hope is that this will teach them how to research a topic using peer-reviewed sources, integrate knowledge, explain concepts to peers, and educate them on health inequities. These are all skills that they can use in their future professions. I had this group of students try many different things during this project so I could see what worked and what didn't -- that way, in future semesters, I will be able to streamline this project and have clearer expectations.

A second practice I implemented was getting rid of a grade percentage for "participation". I understand that grading formative assessments is frowned upon in the book Grading for Equity but I actually exchanged a formative assessment (kind of) for participation.

To implement this, I had students do "Self-Evaluations". These were quizzes that they would take (in a quiz like environment). They would take the quizzes, then compare with a neighbor. We would go over the correct answers together and then they would turn those in for full credit at the end of lecture. Then those "quiz" questions were used on exams. I think this worked well and helped students identify the topics that they did not know well. It also gave them practice with the types of questions I would have on the exam. I plan on doing this in the future.

**Evidence of Instructional Change**

This activity is completed in class, on the first day of class. It acts as both an ice breaker and serves as the first part of their final project. With this activity, students get to both become a storyteller and reflect on identities that are most important to them. This activity comes back later in the course when students are designing their final project. Activity instructions: Students have 8-10 minutes to fill out the personal identity wheel. In groups of 4, students share with their peers (8-10 minutes). Large group debrief: Can anyone share what motor skill they are proud of? Can anyone share their personal motto? What are some of the things that we found in common with each other? Can go through the 5 questions on the handout. What components were hard to fill out? What is the value in completing activities like this?	Students learned about Social Determinants of Health (pictured above) and applied the determinants to Health Inequity issues in Motor Learning and Control. The goal here was to increase Utility Value (i.e. help them gather knowledge that would be useful and meaningful to them in their future professions). See the Links Below for a Detailed Project Description and an Example of a presentation created by students in this course. Project Instructions Presentation Created by Students

Course Syllabus

**Faculty Bio**
	Amanda Morris is an Assistant Professor in the Kinesiology Department. She is in her second year at Sac State. Her academic specialties and interests include: Neuromechanics of Concussion, Neuromuscular Fatigue Across the Lifespan, and Aging.

This work was supported by:
	Grant funding from Sacramento State Division of Inclusive Excellence *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.