Spring 2024 Cohort - Tech4 Teaching & Learning Mini-Grant: Culminating Portfolio

RPTA 33: Race, Class, Gender & Leisure

Course Description

RPTA 33 is an undergraduate course which examines the role of leisure in the social construction of markers of identity across gender, race, class, sexuality and disability; and leisure’s role in the construction of institutional oppressions such as racism, sexism, homophobia and discrimination based on class and disability. Student enrollment is 30. The course is asynchronous online although I also teach a hybrid version of it. This is a general education course.

Reflection on Tech4 Teaching & Learning Mini-Grant Deliverables:

Self Review of Course - Using QM Rubric

I identified a lot of areas for improvement, including how important it is to have the next button functioning on each page to ensure that students only have to hit it in each instance to lead them to the next content area. Map alignment is ongoing. Crystal performed some beautiful Magic in helping me make everything accessible. This process is ongoing. I am in the midst of making amendments for the external reviewers, specific to the following; 1.6-1.8; 3.1-3.6; and some of the 8.s specific to accessibility. I am finding the work tedious but understand more fully how vital this level of detail is for students' success.

Analyzed the DFW Rates and Developed a Plan

High DFW rates are being addressed in a variety of ways: uptick in community-building efforts; making all materials more accessible and aligned; developing rubrics for each assignment; varying the methods of assessment and the list goes on...

Created a Course Map to Demonstrate Alignment

Breunig, 33 QM map (updated).docx

Professional Development Selected to Strengthen Skills and Knowledge --

I completed the FLC inclusive environment PD. This complemented the above efforts and provided me with tangible opportunities to further develop techniques to incorporate into the course, specifically community-building activities and designing assignments with a view toward addressing the various learning styles of students in the online environment.

Course Redesign Process and Experience

The course redesign was substantive. The content is very similar but the design is entirely new in light of much of what I have already summarized above. Additions include rubrics, varied assignments, a short welcome video, more information about me as the instructor, netiquette guidelines, accessibility "upgrades," Crystal, Debra, Michelle, Kelsey were all marvelous mentors and remain so.

The redesign of this course has led to improvements in my other courses.

To be perfectly honest, the tedium was a bit overwhelming throughout and still is

But Alas...this seems to be the trend in pedagogy

Evidence of Online Course Re-Design

*RPTA 33* Re-Design
*Change 1 - Course Map*	*Change 2 - Accessbility*
The most substantive "change" was moreso an addition - mapping the course and aligning all aspects, including adding a column for requisite technology. As you can see from above appended document, it is still evolving as I have now received external feedback and am working to integrate that to further improve and align.	One of the low moments of the experience was when I zoomed in with Crystal and she gently and caringly asked me to take a "deep breath" because I had 63 accessbility issues that needed to be addressed. Deep breath indeed ! SO Much new Learning !

Changes in Course Syllabus and Schedules:

Syllabus

RPTA 33 2025.pdf

**Faculty Biography**
Your Name	About me:
	I am a Tech Luddite who is now teaching asynch online courses working toward QM certification. I never could have anticipated this when I started my post-secondary career 30 + years ago. I am at the edge of my growth zone with the endevaour, trying to stay out of my panic zone with apologies to my mentors here that have occasionally had to bear witness to mild panic. oh, And I'm a scholar with a focus on social and environmental justice and a well-known researcher Worldwide for my contributions to the field of experiential education, a National Outdoor Leadership School instructor and urban Flaneur

**Program Sponsors**
	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.