A Modest Feature for Repositioning Minoritized Online Students to Support Disciplinary Engagement and Achievement

• In Event: Engagement in Teaching and Learning

Short Description

A modest feature was added to an existing online graduate education course to help students recognize how personal factors impact their engagement and to allow the instructor to “reposition” the engagement of underrepresented minorities. The addition of a “cultural reflection” led to a dramatic increase in the percentage of weekly assignments including sociopolitical controversies (11% to 44%) and led both minority and majority students to consider oppression & privilege and potential explicit & implicit biases.

Authors

• Presenter: Daniel T. Hickey, Indiana University

• Presenter: Joshua Dallas Quick, Indiana University