Culturally Responsive Teaching Fall 23-Spring 24

Sociology 101: Introduction to Statistics for Sociologists

Equity / Accessibility / Humanizing

For this FLC, I reflected upon and redesigned my course orientation module and my welcome/introduction module for my Sociology 101: Statistics for Sociologists course My focus for both modules was to create accessible videos (with accurate closed captioning). Soc 101 is a required upper division course for Sociology majors and it is capped at 25 students. It has a lecture and lab component. Most students in the course are in senior standing.

I chose this course because it is required course for Sociology majors and is often a bottleneck course for students. The course is usually taught in-person, in large part because of the required lab component and level of difficulty of the content. However, due to many reasons (e.g., work, family obligations, etc.), it is very difficult for students to attend all in-person class meetings. As a result, I have taught this course in a flexible hyflex format, not requiring students to attend all class meetings. As such, I have been prioritizing on making the online course more accessible for students whether or not to attend in-person class meetings.

As a result of this FLC, I devoted a lot of time:creating lab assignments with very detailed step-by-step guidelines with accompanying videos. A part of this also ensuring that students can access to the technology necessary to complete the labs (specifically SPSS) even if they are off-campus.

Our FLC has been instrumental in supporting and motivating these changes that I've made in my course.

Reflection on Instructional Change:

I created labs related to: 1) installing SPSS onto student personal laptops; and 2) accessing computer virtual labs. SPSS is required for nearly all of class lab assignments. These two labs are necessary to enable students to be able to work on other lab assignments from anywhere. This addressed equity by ensuring that students who may not have the time and privilege to be on campus to still be able to complete the assignments for this core course and be able to graduate in a timely manner.

I have already implemented this practice: created detailed lab assignments to make sure that all students will be able to easily finish the assignments.

Moreover, for remaining SPSS labs, I created very detailed step-by-step guidelines and videos to show students how to complete their lab assignments using SPSS on any device (e.g., computers in our on-campus labs, a computer in a virtual lab, or their own personal computer). As with the above labs, these labs addressed equity by directly addressing challenges students may face that prevent them from engaging in in-person or synchronous meetings.

I have already implemented this practice: created detailed lab assignments to make sure that all students will be able to easily finish the assignments.

**Evidence of Instructional Change**
Image 1	Image 2
Step-by-step directions showing students how to access virtual computer labs.	Step-by-step guidelines, including tutorial videos, showing students how to complete a major SPSS lab assignment

Course Syllabus

**Faculty Bio**
	Dr. Thien-Huong Ninh is a lecturer in Sociology. She earned her doctorate in Sociology from the University of Southern California. Her teaching and research center around race and ethnicity, gender, and religion.

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.