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PHIL 26: History of Philosophy

Equity, Flexibility, Rubric

Reflection on Instructional Change:

All the changes I made were focused on more equitable teaching practices, hence why I chose this as my starting key word. Adding more flexibility to my syllabus and policies was the first step I took to try to improve my equitable teaching practices. Another step I took was re-writing my rubrics with growth-centered language to adjust them to the more familiar four-point scale. While I made several changes this semester, I will highlight one that I think most effectively makes my course more equitable: the change in policies for my exams. For the midterm and final exam, I instituted two changes: first, I gave them the option to choose to either write a paper or take an in-class exam, and second, for the midterm, I gave them an additional option to do whichever they did not choose if they were not happy with their grade (so, if they took the in-person exam and wanted to improve their grade, they could next turn in the paper midterm assignment). I announced the option to do either prior to the scheduled exam date, and offered after the exam the option to re-do whichever option they did not choose, if so desired – this occurred to me in that moment because of one student’s request, so I offered it for all.

In the end, only two students out of thirty-nine took advantage of this second opportunity for the midterm. These two students, however, were very appreciative for this opportunity, which they expressly communicated. They both, as a result, increased their grade quite significantly.

I found most helpful to be the downloadable reference material, the peer review time in the observe/share and analyze sessions, as well as the written reflections. The first contained helpful example material. In the second, I received very helpful feedback from the observe & analyze and share & analyze sessions for the two CTL courses I participated in this session. First, I was reminded to add that into my syllabus moving forward (as the second option to try to improve the grade was something that occurred to me during the semester). Second, another great idea was proposed to perhaps incorporate a self-grading type of assignment to add to work on improving the results. The written reflections for the ACUE course were helpful in essentially having me lay our my roadmap for changes I implemented.

As aforementioned, I received very helpful feedback from the observe & analyze and share & analyze sessions for the two CTL courses I participated in this session. First, I was reminded to add that into my syllabus moving forward (as the second option to try to improve the grade was something that occurred to me during the semester). Second, another great idea was proposed to perhaps incorporate a self-grading type of assignment to add to work on improving the results.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
This is an image from one of my observe and analyze recordings in my Fall PHIL 26 course.	This is a snapshot of one of my new flexible policies on my syllabus.	This is an image of my reflections assignment on rubrics.

Practice and Reflect on: Module 4, Rubrics

Course Syllabus

Faculty Bio

Faculty Bio
	I have been teaching humanities and philosophy now for almost two decades; online, onsite, home, and abroad. My educational background includes a dual-major Bachelor Degree in History and Psychology from the University of California at San Diego, a Master’s Degree in Interdisciplinary Humanities and Social Thought from New York University, and a PhD from the University of Alcalá in Spain in Philosophy (Humankind and Thought in History).

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.