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ASIA 111: Asian Diaspora and Migration

Transparency, Equitable, Fairness

Reflection on Instructional Change:

A practice from the ACUE course that I implemented was creating a clear, transparent, and detailed grading rubric for the final research project (FRP) for my course, ASIA 111: Asian Diaspora and Migration. The FRP includes several assignment: a paper draft, a presentation, and a final paper. The steps that I took were:

Identify key learning objectives to ensure that each assignment of the FRP aligned with these objectives. This step was crucial because it ensured that grading criteria were directly connected to what I wanted students to learn and achieve. It also helped me establish clear performance expectations based on the specific knowledge and skills students needed to demonstrate.
Identify specific criteria for things like thesis clarity, evidence use, sociological analysis, and writing quality. This breakdown made it easier for students to understand how their work would be evaluated and what aspects were most important to focus on.
Define various levels of achievement (scale) to indicate different levels of mastery, with specific descriptions for each level. This was important because it allowed students to see exactly what was required to achieve each score. For example, a score of "4" indicated excellent analysis and application of course material, while a "1" indicated the need for significant improvement in those areas.

Implementing this practice significantly impacted both my teaching and student learning, motivation, and engagement. By providing students with a well-structured rubric, they were better able to understand my expectations, which allowed them to approach assignments with greater confidence and clarity. This transparency also helped students self-assess their work, encouraging them to take more ownership over their learning process. In terms of student motivation, the rubric served as a roadmap for success. Students reported feeling less anxious about grading and more motivated to meet the criteria because they knew exactly what was expected.

I truly appreciated the demonstration videos. I rarely have the opportunity other instructors, and these videos served as exemplary models for me to reflect on and adjust my own teaching practices.

One of the "take away" moment about my teaching and learning from my "Observe and Analyze Session" is the importance of incorporating student feedback, including feedback for my grading rubric so that it could be adjusted to be student-friendly and easy to understand while also maintaining its rigor.

Evidence of Instructional Change

screenshot of my activity instruction

screenshot of my providing activity instruction

screenshot of a student's final research paper

screenshot of a student's final research paper

ACUE Microcredential badge for completing CISLE

ACUE Microcredential Badge for completing CISLE

ACUE bade for Module on Ensuring Equitable Access to Learning

ACUE badge for Module on Ensuring Equitable Access to Learning

Practice and Reflect on: Leading the First Day of Class (Welcome Message)

Course Syllabus

Faculty Bio

Thien-Huong Villarreal is a Lecturer at Sacramento State. Her research and publications are in the areas of Asian Religion, Race, Gender, and Globalization. She is particularly interested in the globalization of Asian religious belief systems and practices in contemporary society.

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, 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.

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