UBSC and OTC Highlights
UBSC and OTC Highlights avatar

Happy Juneteenth, Letters community!

Since my last post, have you checked out our Letters Department Online Teaching site? There, you’ll find our department’s principles for online teaching, as well as a wealth of resources, including the Writing with Machines blog where you can find the following info and so many more of our colleagues’ great pieces to inspire your online pedagogy and practice. 


This week, I’m bringing you Letters-relevant realness from our 10th annual United Black Student Conference (UBSC) and the California Community College’s Online Teaching Conference (OTC).

Adventure #1: Cooler than Radio

If you’re looking for a holistic centering of equity and empathy in your class, the OTC’s panel on “Becoming a Warm Demander” referenced Zaretta Hammond’s podcast that defines culturally responsive pedagogy as it is evolving into instructional equity. In it, Hammond calls us to question, “How are we making sure that all students, particularly the most vulnerable, historically marginalized kids, get the most powerful teaching that helps grow their brainpower, so not just the content […] I mean, the teaching to move through the content.”

Adventure #2: Love a Nerd, Be a Nerd

If you’re looking for readings or multimedia that introduce students to stereotype-breaking works created by self-identified Black Nerds, dabble in these works shared by Student Equity’s JD Banks’ UBSC presentation titled  “Black Nerds are more than Black Hobbyists.”

Adventure #3: “That’s what I look like? Where’re the filters?”

So, you want to create your own content for your classes? I just got hip (a phrase that shows how painfully unhip I am) to an app called “Clips,” which allows you to record and edit videos with live captioning–a major plus for keeping your online classes accessible! This would be a useful app if you’re having students create videos for discussion boards or assignments too. 

Adventure #4: Peace through Poetry

If you’re working on revising or creating new writing assignments, turn to Soultry Sisters, a North County-based empowerment collective for women of color. During their Juneteenth UBSC presentation, the Soultry Sisters presented creative writing as a method of healing soul care to embrace, embody, and empower. Featuring the poetry of Langston Hughes and Maya Angelou, the Soultry Sisters’ workbook leads our students–and ourselves–through self-caring reading and writing process. 

****Note that the last two pages of the workbook indexes community resources such as Black-owned businesses, educational organizations, and healers. How might you work these community partners into a Service Learning project? Or a reflective writing assignment that centers students’ self-care? Or just as an extension of the MCC family that takes care of our students?

Finally, one of the OTC panels briefly mentioned the Open Pedagogy Notebook. Click on “Examples” for great–you guessed it–examples of every aspect of an open classroom, from student-generated syllabi to activist zines, the latter of which I have witnessed to be beautifully, powerfully incorporated into curriculum by our fearless leader Maria Figueroa. 

Until next time, enjoy a safe and healthy summer with your loved ones!

Your interim Technology Coordinator,

Jade Hidle

Culturally Relevant Group Discussions with Google Docs and Zoom Breakout Rooms
Culturally Relevant Group Discussions with Google Docs and Zoom Breakout Rooms avatar

Colleagues,

Inspired by the activism in the worldwide George Floyd protests, I used an image from the peaceful demonstrations as a culturally relevant text for students to practice critical reading skills. In this short video, I’ll show you how I use Google docs and Zoom breakout rooms to create a collaborative communication, reading, and writing group activity centered on a culturally relevant text. I’ve found that this strategy gets all students involved and creates a useful scaffolding exercise/document for bigger papers and projects.

Progress-monitoring and Intrusive Practices
curry mitchell

Since attending the Center for Urban Education Equity-minded Teaching Institute in 2018, I have explored methods for monitoring student progress and invested in high-touch, just-in-time interventions during the first 3 Weeks of the semester.

There are pros and cons to using Canvas’ analytics and progress monitoring tools, like the Notes and “Message Students Who…” features, just as there are pros and cons for developing your own informal techniques for monitoring your students’ engagement with the course. I share 3 approaches I have explored in the video above.

The following questions frame my evaluation of how I monitor student progress:

  • What system fits best with my workflow for preparation, interaction, and assessment?
  • Do these systems allow for a macro and micro-level view of individual student progress and the emerging class community we are forming?
  • How am I able to observe and document affective elements?
  • How am I able to apply race-conscious, gender-conscious, and other intersectional lenses to my students’ engagement with the course?

By documenting this information, I am finding more opportunities to intervene in my students’ learning experiences, especially during the first 3 weeks of the semester.

CUE places a significant emphasis on the first 3 weeks of a semester as the time in which habits for learning are formed, relationships are established, and a class culture takes shape. During these first three weeks,

  • I invite students to consider and then commit to the class
  • I target and equip reading and writing processes
  • I schedule synchronous/asynchronous opportunities for collaboration

I describe my progress-monitoring techniques and intrusive practices during this time in the video above.

As I continue to reflect on and evaluate these practices, I find I’m returning to these considerations:

  • Once I have the information about a students’ progress, what will I do? For whom? Why?
  • Do these intervention practices increase confidence, a sense of belonging, and agency in my classes?
  • Which students or student groups emerge as active contributors and community leaders because of these practices?

Here are a few resources to explore further

Culturally Sustaining Pedagogy Online: 3 Examples
Culturally Sustaining Pedagogy Online:  3 Examples avatar

Hi, colleagues!

As you consider how to develop Culturally Sustaining Pedagogies (CSP) on top of (re)building your online classes, remember that the internet can be a helper rather than a hindrance. What students use the internet for reveals a lot about their multifaceted, intersectional cultural identities; as such, it can be a great inspiration of assignments and activities that engage and empower student voices. Check out my video about three examples of my ongoing work with CSP.