ACUE Inclusive Teaching Portfolio | Team 2 | Cassandra Rowe

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Inclusive Practices in Mathematics & Statistics: Designing Equity-Centered Courses

Reflection on Instructional Change:

I have focused my implementation practice to Designing Equity-Centered Courses while managing the impact of biases.  I did this by creating an inclusive syllabus and also by having two personal meetings with each of my students during the semester where I checked-in on them (school and life in general) to make sure they were being fully supported by me and my teaching techniques.  The syllabus is the student’s first impression of me as an instructor and the course, so I feel it is very important to let them know how I plan to celebrate diversity in a way that helps build an inclusive classroom. 

I included the following in my syllabi to promote a sense of belonging in my classroom:

  • Personal pronouns, best way to reach me, description of student hours
  • Student-centered language (I/you vs instructor/student)
  • Personal diversity statement
  • Campus resources (destigmatize accessing resources)
  • Grade/assignment policies

During the first personal meeting with my students I asked each of them their thoughts on the syllabus; the general consensus was that it felt more like a conversation of how our class environment should be rather than a traditional contract-like syllabus where rules are just stated to be followed.  I also made sure in both meetings to address my lecture pace (online classes seem to go quicker due to lack of student response/participation), and also to talk about how students are handling life and school throughout the pandemic.  My students really seemed to appreciate the meetings, and most loved the chance to talk about something not related to course material.  These meetings are an important tool for myself, so that I can address any issues or inequities and manage the impact of any biases before it is too late.  

 

I think the Course Demonstration videos and the Practice and Reflect Assignments were most influential in the way I have implemented the aforementioned practices.  I have gone back to my reflections multiple times to double check that I was working on the topics I found most important.

 

Evidence

This is a screenshot of the diversity statement from my syllabus.

This is a screenshot of the diversity statement from my syllabus.

I like this Venn Diagram that shows how Diversity, Equity, and Inclusion work together.

I like this Venn Diagram that shows how Diversity, Equity, and Inclusion work together to build a sense of belonging for students.

This is a picture of the completion badge for the ACUE course on Inclusive Teaching for Equitable Learning.

This is a picture of the completion badge for the ACUE course on Inclusive Teaching for Equitable Learning.

 

Final Reflection 

My biggest take-away from the implementation of the course strategies is that little changes really do matter and that Impact is greater than Intent.  I also have realized that creating an inclusive learning environment requires constant self-reflection of my own teaching practices.

Faculty Biography

Faculty Biography
A photo collage of myself, a brunette woman who is a wheelchair user, and my two dogs!

 

Hi everyone!!

My name is Cassy Rowe, and I have been a member of Sac State since 2015 (double alum).  I began teaching within the Math & Stats department while I completed my masters, and was hired as Part-Time Faculty this Fall. 

 

Sponsors
Center for Teaching and Learning Logo  This work was supported by the Higher Education Emergency Relief Fund and the National Science Foundation (grant #DUE-1832335). Sac State logo