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Designing Learner-Centered & Equitable Courses with ACUE banner

PUBH 114: Human Ecology & Health

Flexible, Understanding , Supportive

Reflection on Instructional Change:

I implemented the" Developing equitable grading practices, mitigating the impact of late work" technique. I implemented this technique by adapting my late work policy to accept late work. I decided to use this technique because many students struggle with needing to turn in assignments late because of unfortunate events that happen outside of school. I updated the late work policy by allowing students to work ahead, and turn in assignments late. I especially mention the late policy in the syllabus "I will accept late assignments from chapters 1-13 until October 13, 2024. I will accept late assignments from
chapters 15-27 until December 8, 2024".

Implementing this practice has impacted my work, by creating a more flexible class for the students. I believe students appreciate the flexibility to turn things in late. I never get more than a simple "thank you" after reminding students they may turn in assignments late. In the image below I show my response to a student asking for late submission. I think it puts students at ease.

The most influential ACUE course activity was the implementation resources and PDFs. I think being able to download them and access them for later has been the most help. I wish we were able to still access them, because once the course is over it is hard to find the ones that I did not save. These tools were extremely helpful because it gave real example of how to implement the practice.

The Observe and Analyze session provided great feedback and advice for my late work/early submission policy. I mentioned how allowing late work sometimes felt like a challenge, because students would only submit part of the assignment, and I wouldn't be able to grade their assignment until the other portion was done if the due date was several weeks out. My colleagues in the session suggested only allowing late work for a short period, setting grading days, and only opening modules a week or two ahead. I found this to be very helpful in allowing me to stay on track with grading and not feel inundated with assignments.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
Screenshot of late work policy	The student asking for a late submission.	Screenshot of badge

Course Syllabus Fall 2024 PUBH 114 Asynch Syllabus (1)-1.pdf

Faculty Bio

Faculty Bio
	My name is Chanel Emeh, part-time lecturer at Sacramento State University. I teach two PUBH 114, Human Ecology & Health, and PUBH 122 Health Psychology. I also work full-time for the California Department of Public Health, in the Environmental Health Investigations Branch, under the State asthma program. I work on reducing asthma disparities in African American/Black communities in California.

Program Sponsors
	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.