Sum24 Culturally Responsive Teaching with ESCALA4

Reflection on Instructional Change

1. The Evidence

The evidence did not show clear underrepresentation, but there were a couple trends that seemed problematic: (1) Latinx female students dropping out (not completing coursework) for one reason or another and (2) Latinx male student not performing as well as some of their female counterparts.

2. The What and Why

For this ESCALA FLC and my course, I wanted to implement study groups as a way of accommodating students from high context cultures. In this FLC, we learned that high-context cultures involve collectivistic learning environments with multiple sources of information, including peer-to-peer, and successes and failures experienced as a group, and not just individually.

The practice that I implemented in my course was study groups and study group reports as a way of supporting students from high-culture contexts and recognizing peer-to-peer knowledge creation. Study groups also may allow students to develop relationships or social networks so that they would feel more connected to the course (and maybe less likely to withdraw). Study group reports, as described below, also may help students to learn from each other (rather than just the instructor), thereby gaining confidence in their identity as a learner.

3. The How

I implemented study groups into my Philosophy of Law course by randomly assigning students to study groups and requiring that students complete two kinds of Study Group Report assignments. Students were required to work together to prepare answers for the items on a review sheet for each section quiz and students were required to exchange their article summaries or case briefs for peer evaluation. These assignments were checked for completion. Students were graded on their section quizzes and reading summaries and presentations. Students were allowed to make changes to their study groups during the course of the semester, as needed.

4. Possible Changes in Future Classes

Based on the conversation during my Share and Analyze session, Here are some potential changes:

Comprehensive integration of study groups, including in class: set aside enough class time to allow students to work in groups (they often did not have time to meet outside of class).
When students work in groups, give them specific roles so that everyone feels included and have clear expectations (e.g., roles such as communicator, organizer, compiler, note taker, quality control, equity manager--a person to ensure equitable participation of all members).

**Evidence of Instructional Change**
Study Group Reports (incl. Filled-In Quiz Review Sheets)	Preliminary Outcomes
Student Group Report Instructions (print screen)	Better Quiz Scores than previous semesters

Before Course Syllabus

After Course Syllabus and Study Group Report Instructions

**Faculty Bio**
	I currently serve as Associate Professor of Philosophy and Faculty Associate of Community-Engaged Learning at Sacramento State. I teach courses in applied ethics, political, legal, and social philosophy. My main areas of research are philosophy and experiential learning and immigration and asylum.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity 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.