COVID-19 and its associated move towards emergency remote teaching highlighted increased usage of mobile devices for learning and existing inequities in access to home internet. Even before COVID-19 the PEW Research Center found access to home internet varied depending on race and ethnicity as well as household income; notably Black and Hispanic people tended to rely on their smartphones more often than a computer for civic and educational tasks (Perrin and Turner, 2019). In response, Bakersfield College, UC Riverside, San Diego City College, Glendale Community College, and CSU-Sacramento created an online Calculus course designed to close equity gaps through three dimensions: access, relationships, and learning. To address access, students could complete the course entirely on their phones, earn skills-based badges, and use Open Educational Resources ensuring they can access the course for free. To build relationships, the course included a faculty resource module and just-in-time support that guided faculty in building meaningful relationships with students to support student success and retention. Finally, to address learning, the Calculus course incorporated active learning strategies to help students see math within a discipline as content to discover and explore. This course was piloted in the Spring of 2021 at UC Riverside, CSU Sacramento, and Bakersfield College.
This interactive session will guide participants through a reflection of how mobile first design principles can be applied to any course. In addition, initial findings from student and faculty experiences during the pilot of the mobile first Calculus course will guide participants in creating a crowd-sourced toolkit with important takeaways for mobile design practices.