Equitizing the Course Outline of Record

Curriculum Committee Workshop

Fall 2024 Flex Week - Wednesday, August 21st 2:00-3:30

Presentation slideshow

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https://tinyurl.com/yckypmsu

*Reminder: Record the session

Presenters

• Nicole Belisle, Chief Diversity Officer
• Tina Recalde, Vice President of Instruction
• Vickie Mellos, Curriculum Co-chair
• Cheryl Kearse, Curriculum Specialist
• Luis Guerrero, Math Faculty
• John McMurria, Media & Film Studies Faculty
• Michelle Soria, Administration of Justice Faculty
• Kimberly Velazquez, Biology Faculty
• April Cunningham, Library Faculty & SLO Co-coordinator

Goal of the Workshop

Faculty Competency:

• C1. Develops pedagogy and curriculum that promotes equitable access and DEIAA perspectives with an intersectional lens.

• The goal of this workshop is to have tools to meet this competency–to be able to implement DEIAA in the Course Outline of Record (COR).

Agenda

1. Introduction
2. How to Incorporate DEIAA in COR
3. Activity & Share Out
4. Reflection
5. Resources

Introduction

Definitions

Diversity: refers to the myriad of ways in which people differ, including the psychological, physical, cognitive, and social differences that occur among all individuals, based on race, sex, ethnicity, nationality, socioeconomic status, religion, economic class, education, age, gender, sexual orientation, marital status, and mental and physical ability.

Equity: The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion and increasing participation of employees. – American Association of Colleges and Universities (AAC&U)

Inclusion: refers to bringing traditionally excluded individuals or groups into processes, activities, and decision and policy making in a way that shares power.

Accessibility: means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use. The person with a disability must be able to obtain the information as fully, equally and independently as a person without a disability. Although this might not result in identical ease of use compared to that of persons without disabilities, it still must ensure equal opportunity to the educational benefits and opportunities afforded by the technology and equal treatment in the use of such technology.

Anti-Racism: refers to policies and actions that lead to racial equity.

It’s All Connected

Department of Education

California Education Code & Code of Regulations

Title V

Palomar Board and Administrative Policies

Interactions with Students (Inside and Outside the Classroom)

Values

Access - We make education possible for everyone.

Diversity, Equity, and Inclusion - We recognize and respect diversity, seek to foster a culture of inclusion and belonging, and strive to address inequities.

Academic Excellence - We provide quality programs and robust course offerings to support students who are pursuing transfer-readiness, general education, career and technical training, aesthetic and cultural enrichment, and lifelong education.

Student Focused - We offer a caring and supportive environment that addresses the holistic and distinct needs of our students.

Community - We are an integral part of our region and strive to foster meaningful relationships within our college and local communities

Students Need Inclusive Learning Environments

Encouraging Instructors

Increase equity-mindedness and data literacy

Strong Workforce Faculty Institute

Counselors Institute

Inclusive Teaching for Equitable Learning (ITEL)

Create inclusive curriculum

Cultivate inclusive pedagogy/andragogy

Increase representation in the classroom

ASCCC Calls to Action: 2023

2023: Resolution 09.01: Called for the Support of Revisions to Title 5 to Include DEIA in the Course Outline of Record.

• Whereas, Adding Culturally Responsive Curriculum, Equity Mindedness and Anti-Racism to Course Outline of Record (COR) Requirements in Title 5 called for the Academic Senate for California Community Colleges (ASCCC) to work with the California Community Colleges Chancellor’s Office to “revise California Code of Regulations Title 5 including section 55002 Titled ‘Standards and Criteria for Courses’ to include a component of culturally responsive curriculum, equity mindedness and anti-racism integrated into the COR that allows for local control on how that requirement is fulfilled”

How to equitize your Course Outline of Record

How is a COR different from a syllabus?

The Course Outline of Record (COR) is a college-wide document that applies to all instructors and sections for a given course.

• Who can write curriculum

The course syllabus is specific to an instructor and section:

• Contains instructor-specific policies, dates, details
• Includes required elements from COR (Course title, description, SLOs, units and hours, etc.)

In this workshop, we will be focusing on the COR.

Ways to begin to equitize the COR

1. Course Title & Description
2. Textbooks/Resources
3. Methods of Instruction
4. Methods of Assessment
5. Units & Hours
6. SLOs & Objectives
7. Content/Body of Knowledge
8. Assignments
9. Requisites

Department chairs have a responsibility to lead course reviews & course changes.

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It’s an opportunity to reword/rethink the Course Outline of Record as a whole.

Course Title & Description

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• Is the title descriptive, accurate, and inclusive?
• Does it demonstrate a welcoming approach?
• Does it have inclusive language (e.g. use “the student” or “learner” rather than he/she, or his/her)?
• Does it use active versus passive voice and minimize jargon?
• Does it include DEIAA content that will be covered in the course?

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Example: Course Description

(John McMurria, Media/Film Studies Faculty, Palomar College)

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BEFORE: Horror Film Genre (Cypress College)

This course delves into the rich and diverse history of the horror film genre, examining its evolution from early silent films to contemporary works. Students will explore the cultural, psychological, and sociopolitical themes that horror films address, as well as the aesthetic techniques and narrative structures that define the genre. Key topics include the representation of fear and the unknown, the role of monsters and the supernatural, and the psychological impact of horror on audiences (ChatGPT).

NOW with DEIAA Language: Cine 106: Horror Film

With legions of fans and detractors alike, the horror film is one of the most popular, varied, and complex film genres. What makes them so revolting and dreadful yet keeps us coming back and unable to look away? This course asks this question, and others pertaining to horror’s aesthetic, cultural and historical significance, in a survey of horror films past and present, in the US and internationally. As a study of a single film genre, this course too assesses the significance of genre to how the film industry works, how viewers engage with generic conventions, and how film genres and culture change over time. Also, horror films often tap into sublimated cultural anxieties that expose social tensions and contestations over gender, race and class inequities.

Example: Course Description

(Michelle Soria, Administration of Justice Faculty, Palomar College)

BEFORE: AJ 100 Introduction to Criminal Justice

A comprehensive overview of the American Criminal Justice System. History, theories, and philosophy of the three parts of the criminal justice system including law enforcement, courts, and corrections. Relevant sociological and economic issues, past and present, will be addressed.

AFTER with DEIAA Language:

This course offers a captivating journey into the fundamental principles, institutions, and practices that underpin the American criminal justice system. The course provides an in-depth look into the intricacies of law enforcement, courts, and corrections, and explores the evolving role of justice in society. The course will address systemic inequalities within the criminal justice system and strive to engage with these issues through the coursework in a meaningful and respectful manner. Through thoughtful dialogue, critical reflection, and empathetic understanding, the course aims to cultivate a classroom community that celebrates diversity, promotes equity, and advocates for justice.

Example: Course Title & Description

Manuel Rios, Art faculty @ Woodland Community College

BEFORE:

ART1A - History of Art-I

Survey of art history, painting, sculpture, and architecture; Art from the Paleolithic period through the Early Christian World, including pre-literate art and Pre-Columbian art.

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AFTER with DEIAA language:

ART1A - History of Art: Global

Survey of global art history, painting, sculpture, and architecture. This course will cover a geographically diverse range of art from around the world, starting with prehistoric art through the first millennium.

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Example: Course Description

(Luis Guerrero, Math Faculty, Palomar College)

BEFORE: MATH 100

Selected topics from logic, modern algebra, number theory and geometry. Designed to give the student an introduction to the structure of mathematics and its applications. Recommended for liberal arts students.

NOW with DEIAA language:

Math 100 & 100E

Exploration of Mathematics is a liberal arts mathematics survey course designed primarily for students whose programs of study have no further mathematics requirements. Its purpose is to develop an awareness of the use of mathematics in the world around us. Emphasis will be on the communication of mathematical ideas, problem solving, applications, the historical, diverse and cultural nature of mathematics. Topics are selected from: problem-solving, set theory, logic and reasoning, historical and other bases number systems, number theory, geometry, graph theory, cryptography, counting methods, probability, and statistics.

Example: Course Description

(Kim Velazquez, Biology Faculty, Palomar College)

BEFORE: BIOL 102

The basic principles of biological systems including the chemistry of life, cell structure and function, energy transfer, cell division, classical and molecular genetics.

NOW with DEIAA Language: BIOL 102

Explore the fundamental principles of biological systems, including the chemistry of life, cell structure and function, energy transfer, cell division, and classical and molecular genetics. This course embraces diverse perspectives and experiences, highlighting contributions from scientists of varied backgrounds and fostering a welcoming space for all students. We strive to make the content accessible to everyone, providing support for different learning styles and needs.

Link to more examples of course descriptions with DEIAA language

Textbooks/Resources

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• Do they amplify the struggles, advancements, achievements, and experiences of authors from a variety of racial, gender, cultural, (dis)ability, sexuality, socioeconomic, ethnic, religious, and experiential backgrounds?
• Do they encourage students to connect course content to their diverse sociocultural backgrounds and those of others?
• Do they engage in respectful discussion of history and contemporary experiences of racism and other forms of discrimination, exclusion, and marginalization?
• Are they accessible to students from a variety of backgrounds and abilities?
• Are they an open educational resource and/or low-cost or no-cost? See, Comets affordable learning Materials (CALM)
• Are we requiring course packs that add additional cost, aren’t accessible, and create a barrier for students?
• Faculty Page (CALM)

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Example: Textbook/ Resources

(John McMurria, Media/Film Studies Faculty, Palomar College)

BEFORE:

Horror Film Genre (Cypress College)

Benshoff, H. (2017). A Companion to The Horror Film (1st ed). Hoboken: Wiley-Blackwell.

Phillips, K. (2018). A Place of Darkness. (1st ed). Austin: University of Texas Press.

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NOW with DEIAA:

Cine 106: Horror Film

Samirah Alkassim and Ziad El-Bayoumi Foty, Global Horror: Hybridity and Alterity in Transnational Horror Film, Cognella Academic Publishing, 2022

Horror Noire: A History of Black American Horror from the 1890s to Present, 2^nd Edition, Routledge, 2020.

Subero, Gustavo. Gender and Sexuality in Latin American Horror Cinema: Embodiments of Evil. Palgrave Macmillan, 2016.

Valerie Wee, Japanese Horror Films and Their American Remakes: Translating Fear, Adapting Culture (classic textbook), Routledge, 2014.

Barry Keith Grant, ed, The Dread of Difference: Gender and the Horror Film (classic textbook), 2^nd Edition, University of Texas Press, 2015

COR Cine 106

More Examples: Course Materials

NOW with DEIAA:

• Mt. SAC General Biology BIOL 1: Fowler, S. et al. 2023, OpenStax (OER)
• College of the Sequoias CHLD 141: Equity Review “Current textbook is being utilized that incorporates awareness of cultural pluralism in the ECE classroom, as well as anti-bias approaches to instruction, which will be covered in class content and lesson plans.”
• College of the Sequoias COMM 001:
• Equity Review: “Course materials are offered in OER, low and zero formats and are ADA accessible with features like eReaders and custom font size.”
• Text:  The Public Speaking Project. Lisa Schreiber and Morgan Hartranft. Millersville University. 2024. OER: https://socialsci.libretexts.org/Bookshelves/Communication/Public_Speaking/Public_Speaking_(The_Public_Speaking_Project) 

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Methods of Instruction

• Do they emphasize the flexibility and customization of Universal Design for Learning by providing multiple means of representation, action, expression, and engagement?

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Example: Methods of Instruction

(Kimberly Velazquez, Biology Faculty, Palomar College)

BEFORE:

BIOL 101:

Lecture with PowerPoint slides

AFTER with DEIAA:

BIOL 101:

Lecture with slides, board writing, video animations, and relevant real-world examples

Group activities and discussions

In-class questions and surveys to check for understanding

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Example: Methods of Instruction

(COMM 001, College of the Sequoias)

TRANSFORMATION with DEIAA:

COMM 001

Equity Review: “Course content will be delivered in a variety of methods to be more inclusive of diverse learning styles - e.g. readings, lecture, videos, group discussions and more.”

Methods of Assessment

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• Do they create opportunities for students to revisit, revise, and resubmit materials after incorporating timely, specific, and actionable feedback?
• Are assignments spread evenly and avoid dependence on high stakes end of semester assessments?
• Are due dates reasonably flexible to accommodate student life challenges?
• Do they include authentic assessment principles that require students to apply what they’ve learned in a new, complex, real-world circumstance or situation.

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Example: Methods of Assessment

(Kimberly Velazquez, Biology Faculty, Palomar College)

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BEFORE:

BIOL 101: 400 points total

4 lecture exams: 100 points each = 400 points

No make-up exams

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AFTER with DEIAA:

BIOL 101: 350 points total

In-class discussion participation: 30 points

Attend one review session: 20 points

10 Online practice quizzes: 100 points

4 lecture exams: 50 points each = 200 points

One optional make-up exam to replace a low or missing exam score

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Units & Hours

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Higher units and hours can slow student progress and have consequences for financial aid.

• Are course units/hours aligned with transfer institutions, industry standards, or model curricula?
• Content should support hours/units.

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Example: Units & Hours (College of the Sequoias)

TRANSFORMATION to INCLUDE DEIAA:

CHLD 149 Introduction to Curriculum

• 3 lab hours were removed from the course and 1 lecture hour was added.
• Equity Review Description: “The lab component on this class is presenting a barrier to students for completion, retention, class scheduling, ability to move through courses and achieve certificate or degree in timely manner, and transfer. Department has made the determination to remove the lab component.”

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Example: Units & Hours

Kim Velazquez, Biology Faculty, Palomar College

BEFORE:

BIOL 200

Lecture: 3 hours per week

Lab: 6 hours per week

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AFTER with DEIAA:

• 6 hours of lab per week is a barrier for completion, retention, scheduling, and transfer. Hours reduced to:

Lecture: 3 hours per week

Lab: 3 hours per week

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Questions/Discussion

• What are your thoughts?
• How can you equitize your Course Outlines?

CLOs & Course Objectives

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Course Learning Outcomes:

• Do they specifically relate to DEIAA topics included in the course content?
• Do they use inclusive language by communicating openness to diverse perspectives and abilities?
• Do they create space for a variety of ways for students to demonstrate their knowledge?

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Course Objectives:

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• Do they support the DEIAA concepts and skills needed to meet the Course Learning Outcomes?

Example: CLOs

(Luis Guerrero, Math Faculty, Palomar College)

BEFORE:

MATH 100: Course Learning Outcomes

1. Apply mathematical principles and techniques to solve problems in areas such as ancient systems of numeration, set theory, and number theory
2. Use critical thinking to arrive at conclusions from Venn Diagrams, syllogistic forms, and truth tables.
3. Describe important historical figures in mathematics and the contributions they made to the field.

AFTER with DEIAA Language:

MATH 100E: Course Learning Outcomes

1. Apply problem solving skills and critical thinking related to truth tables, ancient systems of numeration, set theory and number theory.
2. Employ a wide variety of mathematical strategies and logic to solve mathematical problems and real-world applications.
3. Describe important contributions from both historical and current people from diverse backgrounds and cultures that advance and contribute to the development and practice of mathematics.
4. Discuss, identify, and/or reflect on practices including but not limited to affective domain, metacognition, and study skills that support their individual learning process.

Example: Course Objectives

(Luis Guerrero, Math Faculty, Palomar College)

BEFORE: MATH 100:

1. Use inductive reasoning to make conjectures concerning number patterns and mathematical relations.
2. Use problem-solving strategies to analyze and solve mathematical problems and applications.
3. Analyze arguments to determine whether they are valid or invalid.
4. Cite events in the history of mathematics.
5. Perform set operation on sets.
6. Use basic probability and statistics to solve applications.

AFTER with DEIAA Language: MATH 100E

• Identify and apply appropriate problem-solving strategies to solve mathematical problems and applications.
• Employ inductive reasoning to create conjectures/predictions concerning number patterns and mathematical relations.
• Express and perform the appropriate algebra of set operations or Venn Diagrams and apply them to solving problems in set theory and survey applications.
• Analyze deductive arguments to determine whether they are valid or invalid.
• Count and perform arithmetic using historical numeration systems and in numeration systems with arbitrary bases
• Develop and formulate the basic principles of number theory
• Understand the basic principles in at least two of the following areas: Combinatorics, Probability, Statistics, Geometry, Fractals and Chaos Theory, Graph theory, and Cryptography, and use them to solve applications.
• Describe various elements, contributions, events and people throughout history from diverse backgrounds and cultures that have and continue to work on the development and practice of mathematics.
• Demonstrate success skills including perseverance, time management, and appropriate use of resources.

Example: CLOs

(John McMurria, Media/Film Studies Faculty, Palomar College)

BEFORE:

Horror Film Genre (Cypress College)

• Given films from the Horror Film genre students will successfully identify the era the film comes from by evaluating its stylistic characteristics and technical innovations.
• Given multiple films from different Horror Film eras, students will be able to decipher what era each film comes from and be able to examine how they relate or differ developmentally, thematically, and stylistically
• After analyzing the film viewed as a class, the textbook, and class discussion students will effectively articulate the meaning and importance of filmed content and its relation to the progression of film history.

AFTER with DEIAA Language:

CINE 106: Horror Film

• Identify the generic characteristics and aesthetics of the horror film genre and its subgenres in the US and internationally.
• Using scholarly sources, situate horror films within their aesthetic, social, economic, cultural, and historical contexts.
• Identify how horror films have contributed to, and challenged, social inequalities through representations of race, gender, class, sexuality and nation.

Example: Course Objectives

(John McMurria, Media/Film Studies Faculty, Palomar College)

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BEFORE:

Horror Film Genre (Cypress College)

• Identify and describe the place of genre studies within the world of film production and criticism.
• Explain the difference between a descriptive as opposed to a functional definition of genres in film and be able to demonstrate how the two (functional and descriptive)modes work together to create a more complete context for the critical study of film.
• Define and apply the conventions of the Horror Film genre to a broad spectrum of American and European films influenced by the genre and be able to distinguish the characteristics embedded in films that synthesize the Horror Film model.
• Analyze the place of genre within the conventions of film as an art form. The student will be able to explain the significance of genre in the evolution of film art.
• Assess the effectiveness of solutions to social problems ommon in Horror Film genre films. Evaluate the genre as a form of collective expression, a mirror held up to society that embodies and reflects the shared problems and values of that society.

AFTER with DEIAA Language:

CINE 106: Horror Film

• Introduce students to the horror film genre and its subgenres in the US and internationally.
• Identify current and historical examples of horror film and analyze them within their aesthetic, social, economic and historical contexts.
• Introduce students to the stylistic and formal innovations in horror film including cinematography, editing, sound and narrative structure.
• Engage with how horror films reflect, and contribute to, representations of gender, race, class, sexuality and national identity.

Example: Course Objectives & CLOs

(Computer Science CSCI 110, Jonathan Johannsen, Mt. SAC)

BEFORE:

Fundamentals of Computer Science CSCI 110 

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“For a given algorithm students will be able to write the C++ code using a modular approach.” 

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AFTER with DEIAA Language:

Fundamentals of Computer Science CSCI 110 

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“Students will be able to write modular C++ code to solve given problems and learn how to apply such programs to enrich the lives of those in their communities.”

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Example: CLO

(College of the Sequoias, ESCI 001, Intro to Earth Science)

AFTER with DEIAA Language:

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ESCI 001, Intro to Earth Science: 

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Outcome #1 updated to read: “Given an earth science topic, students will design and execute a lesson plan that utilizes the scientific method and an accessible STEM-based activity to explore that topic. 

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Equity Review states: “Accessibility is explicitly discussed with the students with the objective of producing cognizant future educators.”

Content in Terms of Specific Body of Knowledge

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• Is it relevant to the diversity of lived experiences of the students?
• Does it explore and value a broad range of diverse contributions to the discipline?
• Does it include an equity approach to understanding discrimination based on race, gender, cultural, (dis)ability, sexuality, ethnicity, socioeconomic status, and religion.
• Are students empowered to attain ownership of their knowledge, instead of having it bestowed upon them?

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Example: Content

(Michelle Soria, AJ Faculty, Palomar College)

BEFORE: AJ 100

1. The need for criminal justice agencies
2. History of the forming of the Criminal Justice System
1. Law enforcement
2. Courts
3. Corrections
3. Overview of the organization and operations in the criminal justice system
4. Crime Theories:
• Classical schools of thought
• Positivist schools of thought
• Other relevant theories
5. Overview of court decisions and cases pertaining to effect on the criminal justice system
6. The process of arrest:
• Arrest through grand jury
• Preliminary hearing/juvenile court
7. The trial process: jury selection through appeals process
8. Sociological/economic/psychological theories in regard to criminal behavior and the effects on today's society, including controversial issues.
9. The effects of crime and victimization on society in regards to how they are handled in the criminal justice.
10. Assess the future of the criminal justice system.

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NOW with DEIAA Language: AJ 100

• AJ 100- Introduction to Criminal Justice
• Example: History
• Include how history influences today’s practices
• Current movements making history for the future learners
• Example: Theories
• How does the theory if applied today support or contribute to inequities?
• Example: Law and Legal Principles
• Arrest and Search: What are some current legal DEIAA challenges. (Racial profiling, Stop and Frisk)

Example: Content

(John McMurria, Media/Film Studies Faculty, Palomar College)

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NOW with DEIAA Language: Cine 106: Horror Film

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Link to the COR for CINE 106.

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Example: Course Outline (Global Art History)

(shared by Manuel Rios, Art faculty @ Woodland Community College)

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BEFORE:

1. Prehistoric European Art
1. A. Paleolithic sculpture
2. Cave painting at Lascaux and Altamira
3. Neolithic monuments
2. Non-Literate, Non-Western Art
• Oceanic sculpture
• African art
• Native American sculpture and architecture
3. Pre-Columbian Art
• Olmec sculpture
• Teotihuacan architecture
• Mayan architecture
4. Ancient Arts of the Middle East
• Egyptian art
• Mesopotamian art
5. The Classical World
• "Pre-Greek" Cycladic, Minoan and Mycendean art
• Greek art
• Etruscan art
• Roman art
6. Early Christian Art
• A. Pre-Constantine catacombs
• B. Post Constantine regal images

AFTER with DEIAA Language:

Art history of global regions, listed alphabetically:

1. Africa
1. Saharan cave painting
2. Egypt – early, middle, and new kingdoms
3. Eastern Nigerian pottery
2. Ancient Americas
• Indigenous North America
• Mesoamerica
• South America
3. Asia
• Neolithic through early Imperial China
• Northern Wei through Tang Dynasties
• Buddhist
• Indus Valley
4. Europe
• Prehistoric
• Classical
• First century
5. Middle East
• Babylonia
• Mesopotamia
6. VI. Oceania/Polynesia
• Moai
• Rongorongoter

Example: Course Content (Topical Outline & Skills Demonstration

Elementary Statistics Math 110 (Krysten DeWilde, Mt. SAC)

BEFORE: (Lecture Topical Outline)

Applications of inferential analyses using data from disciplines including business, social sciences, psychology, life sciences, health sciences, and education. 

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NOW with DEIAA Language:

Applications of descriptive and inferential analyses to examine community issues through the lens of systemic inequity, discrimination, or social injustice.  

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BEFORE: (Skills Demonstration)

Solutions to problem solving and critical thinking; interpreting results; describing, exploring, and comparing data

NOW with DEIAA Language:

Analyzing community issues in the context of systemic inequity, discrimination, and social injustice using statistical methods

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Assignments

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• Are they aligned with core principles of Universal Learning Design (multiple means of representation, action and expression, and/or engagement)?
• Do they describe:
• why students are completing an assignment
• what knowledge and skills they will gain,
• how these knowledge and skills are relevant to their learning and life goals?
• Do they explain the steps necessary to complete the assignment?
• Do they provide rubrics and completed examples to foster successful completion?
• Can students draw from their diverse sociocultural and economic experiences to complete assignments?
• Do they build from diverse student backgrounds to create collaborative activities?

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Example: Assignments

Michelle Soria, AJ Faculty, Palomar College

BEFORE: AJ 100: Introduction to Criminal Justice

Assignments

Students are expected to research projects and solutions as dictated by specific assignments. Students are expected to spend a minimum of three hours per unit per week in class and on outside assignments, prorated for short-term classes.

Required Reading

Hand-outs and Journal Articles in addition to textbook assignments.

Suggested Reading

Penal Code of California, professional magazines and journals.

Required Writing

A 3-5 page reaction paper on an approved topic in one of the three areas of the criminal justice system. Must include research in regard to topic manner.

Critical Thinking

The students will write a critique analyzing and comparing/contrasting federal and state criminal justice agencies.

Outside Assignments

Approximately six hours per week is required for reading assignments. A minimum of 4-6 hours is necessary to complete a representative writing assignment. A visitation to a law enforcement agency, court, or corrections facility.

AFTER with DEIAA Language:

AJ 100: Introduction to Criminal Justice

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AJ100-Introduction to Criminal Justice

Example: Assignments

(John McMurria, Media/Film Studies Faculty, Palomar College)

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BEFORE: Horror Film Genre (Cypress College)

Assignments that Demonstrate Critical Thinking

1. Formulate opinions regarding the importance of screened films as they relate to the historical context, directors, and themes present in the silent films during the classic Silent Era and contemporary silent films.
2. Reading and analysis of assigned texts.

Writing Assignments and/or Proficiency Demonstration

1. Writing a term paper/research paper that references assigned readings and additional research. Analysis and/or research on such topics as the role of Chaplin's "Tramp" and the the social and political messages found in silent films. The exploration of wealth and power and those who have none, or an in-depth analysis of the visual (mise en scene) structure of a specific film.
2. Summarization, interpretation and reflections on the course reading assignments, film screenings, lectures and discussions in journal installments or online discussion boards.

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NOW with DEIAA Language: Cine 106: Horror Film

Required Writing

1. Students are required to write at least 10 pages per semester. Instructors choose either short or long essays, discussion boards, and/or research papers.
2. These formal written assignments require students to use film language to situate horror films within their aesthetic, social, cultural, economic and historical context. This includes using aesthetic film terminology to identify characteristics of mise-en-scene, cinematography, editing, sound and narrative and how these characteristics create meaning in the films. Students draw from textbooks and scholarly articles to situate horror films of historical significance within the social and cultural contexts of the time the films were made and released, and assess their significance regarding gender, race and class equity.

Critical Thinking

1. Through a variety of assignments, including papers, discussions, group work, quizzes and exams, students engage in critical thinking through utilizing film terminology to analyze the aesthetics and style of historically significant horror films. For example, students learn to identify a common cinematographic element in horror films, such as the point-of-view shot (or eye shot), and analyze how it is used to convey narrative meaning in the film. Students then extend this critical thinking to apply theories of philosophy, gender, race, sexuality, class and historiography to situate the significance of the film's meaning within cultural, social and historical contexts.

Making your Assignments Transparent and Equitable

Workshop Session, Thursday August 22, 11:30-12:30, Zoom

Want to enhance student confidence, belonging and achievement? Transparent and equitable assignments can help you do so through: � 1. Defining the assignment purpose to connect with student life goals, � 2. Elaborating the assignment task with a specific sequence of clearly defined steps, � 3. Providing criteria for success, and; � 4. Timely and welcoming communication.

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Conditions of Enrollment (Requisites)

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Conditions or limitations on enrollment can be designed to increase student success but can also create barriers for students.

• Are there barriers to enrollment (such as pre- and co-requisites or advisories) that may have disproportionate impact on any students?
• Validation chart

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Example: Conditions of Enrollment (Requisites)

(College of the Sequoias)

TRANSFORMATION TO INCLUDE DEIAA:

College of the Sequoias, PHYS 055 Review:

• Equity Review: “We obtained class copies of the Knight textbook so all students have access to a quality text from the first day of class. We discussed, with course material and transfer institution requirements in mind, what prerequisites were actually needed.”
• Faculty reviewed and updated validation to confirm current prerequisites were required for transfer.

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Activity

Activity: Revising your Course Outline of Record (8-10 minutes)

Take a look at a Course Outline in your discipline.

1. What are 1-2 opportunities that would make the COR you are reviewing more diverse, equitable, inclusive, accessible, and anti-racist?
2. Add the before & after on this Padlet.

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Resources:

• DEIAA Quick Guide to the Course Outline of Record
• This slideshow with all the examples

URL for Padlet:

https://tinyurl.com/558d4uct

Share Out/Discussion

Feel free to share with the group what DEIAA opportunities you would incorporate in your Course Outline.

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Reflection

Discussion/Reflection

1. What changes did you make and how will they impact students?
2. What other changes to your COR are you committed to completing?
3. How would you discuss these opportunities with your department?
4. How will you incorporate DEIAA while keeping the COR cohesive?
5. What suggestions do you have to the Curriculum Committee to further this work? How can we empower you to do this work?

DEIAA in the Course Outline

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Drop-in Sessions (Zoom)

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Bring your Course Outline of Record and we can work on incorporating DEIAA together!

• Tue., 9/10 2:00-3:00pm
• Wed., 9/25 1:00-2:00pm

See flyer for details.

Resources - Guides

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• DEIAA Quick Guide to the Course Outline of Record
• DEI in Praxis: Models For Culturally Responsive Curriculum
• DEI in Curriculum: Model Principles and Practices
• Guide for Creating Equitable Curriculum (Glendale Community College)
• Culturally Responsive & Inclusive Curriculum Resources (Portland State University)
• Curriculum Committee recommendations

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Resources - Presentations

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• CVC-@ONE Creating an Equitable Course Outline of Record: recording & slides
• How IDEAA in the COR Can Encourage Inclusive Instruction
• (Curriculum Institute, July 2024)
• IDEAA Strategies for Curriculum (ASCCC Curriculum Regional, Spring 2024)
• Conducting a Cultural Curriculum Audit: A Faculty Journey of Redesigning Courses for Student Equity and Success
• Cultural Curriculum Audits Long Beach City College
• The COR Through an Equity Lens (Curriculum Institute, 2019)
• Curriculum Design and Delivery through an Equity Lens (Curriculum Institute)

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Resources - Readings / Resolutions

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• Moving the Needle: Equity, Cultural Responsiveness, and Anti-Racism in the Course Outline of Record Academic Senate for California Community Colleges. Rostrum article, November 2021
• MIT Teaching and Learning Lab
• Incorporating Inclusion, Diversity, Equity, Anti-racism, and Accessibility (IDEAA) Principles Explicitly into Title 5, §53200 (ASCCC Resolution 07.05, Fall 2022)
• Support Revisions to Title 5 to Include DEIA in the Course Outline of Record (ASCCC Resolution 09.01, Fall 2023)

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More Resources - Alongside the COR

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• OER textbooks
• CALM The High Cost of Textbooks
• OER Mythbusting!
• Designing for Equity via Accessibility
• Accessibility Guides and Resources
• DEI in the syllabus
• Syllabus guide
• Repository of DEI syllabus
• DEI in grading practices
• Grading for equity
• Ungrading