- Sandy Haynes teaches art history at PCC, where she served as chair of the Academic Senate DE Committee and head of the Ad Hoc Committee that produced Policies & Procedures for the PCC Online Faculty Handbook. She holds a Master’s in Instructional Design and Technology Leadership and won a Bb Exemplary course award, 2009, for her first online course. A CVC/OEI Course Primary Reviewer, and facilitator for @CVC-ONE courses, Sandy also works as Primary Faculty Reviewer of art history courses for C-ID designation. In 2013, she received the CCC Board of Governor’s Hayward Award that recognizes CCC faculty whose careers demonstrate superior commitment to professional excellence.
- Katie Datko is a multiple award-winning curriculum developer who has worked as an instructional designer in the California Community College system since 2012. She is currently the Director of Distance Learning and Instructional Technology at Mt. San Antonio College. In addition, she has worked as a teacher trainer in various capacities for over 20 years, and has taught at a variety of post-secondary institutions in California and overseas in Czechoslovakia and Japan.
Our proposed OTC session reflects the overall OTC theme, Silver Linings: Reflecting. Revisioning. Rising, and will address issues of Equity and Social Justice in online education, including reducing race and gender barriers, as well as the importance of a multicultural curriculum so that your students see themselves intentionally represented. We will begin with a Poll Everywhere question asking participants, “What one thing do you do in your online classrooms to foster and create a more inclusive, equitable, online course experience for all students?” A short discussion, based on responses, will follow. We will then move to an overview of the Peralta CC District Online Equity Rubric with reference and incorporation of equitable elements from the CVC Course Design Rubric. A discussion of the Revised (June 2021) ACCJC Policy on Social Justice, will follow, and finally, we will show specific examples of course content that demonstrate how faculty can integrate activities that support equity and social justice into their courses.
Finally, participants will have the opportunity to audibly reflect on and set goals for their own commitment to equity and social justice in their teaching practice. By engaging our peers in a process of review and reflection about their own beliefs and approaches to Online Equity and Social Justice, we hope to empower our OTC participants to begin, or critically revisit course design and content, and how these vital elements of a course can contribute authentic change and an equitable learning experience that transforms the online classroom experience for our students.
- Identify specific resources such as the (June 2021 REV) ACCJC Policy on Social Justice, and the Peralta Community College District Online Equity Rubric that promote equity and diversity in online teaching and learning.
- Analyze and reflect on their own online teaching and learning practices and commit to advocating for a climate of inclusion and diversity in course materials and assessments.
- Foster diversity and stronger connections among students through intentionally rethinking how the classroom experience and assessments might be altered to support a more equitable sense of humanity in all learners