Online Teaching Essentials
- Terminology
- Engagement
- Discussions
- Assessment
- Academic Integrity
- Multimedia
- Universal Design
- Accessibility
- Equity & Inclusion
The only way to undo racism is to consistently identify and describe it - and then dismantle it.
- Ibram X. Kendi, How to be an Antiracist
We live in a racialized society. Students and instructors carry their lived racial experiences with them into the classroom, but historically, the American higher education system has privileged the experiences of White individuals over those of Black, Indigenous, Latinx, AAPI, and other minoritized people. An integral part of creating equity in the classroom is actively fostering spaces where students feel safe enough to bring their whole selves to class. Although this section focuses on practical steps for fostering this kind of environment, the steps outlined here are just a starting point. Addressing and working towards dismantling this historical inequity is an institutional and personal responsibility. Only through continual investigation and internal interrogation can we begin to make meaningful impacts in the spaces we inhabit.
The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy (Taylor et al, 2019)
The Social Justice Syllabus Design Tool (SJSDT) is an assessment tool and framework that walks you through designing an inclusive syllabus and other course strategies to help improve the success of underrepresented students and create a greater emphasis on social justice in the classroom.
Racial Microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults towards people of color
- Sue et al. 2007
In the online learning space, microaggressions can manifest in forms of digital communication and non-text behaviors. Doing nothing when racial bias manifests in the classroom, or in the world, does not foster spaces where students feel that their experiences are valued or heard. In fact, not acknowledging racist acts and microaggressions may create a hostile environment where students of color feel invalidated (Solórzano, Ceja, & Yasso, 2000).
Responding to Racial Bias and Microaggressions in Online Environments, CORA Learning Responding to Racial Microagressions (Handout), Engaged Teaching Hub
This one-hour webinar utilizes common definitions, as well as scenarios, to help participants recognize and respond to racial bias and microaggressions in the online environment. The handout, developed by the Engaged Teaching Hub at UC San Diego, adapts the webinar into a resource for addressing racial microaggressions in the classroom.
The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students.