Embedding Social Justice Critical Practices In Higher Education Spaces

Katie Coogan and Alison Jovanovic, University of Maryland-College Park

Our poster will present the Learning for Justice Critical Practices for Social Justice education as a framework that can be incorporated in various higher education spaces. We will highlight and share examples of specific strategies that we have incorporated in our own coursework across content areas (e.g., Art, Social Studies, TESOL, World Languages) to support participants in better understanding what this framework “looks like” in practice in various disciplines.

Cultural and Linguistic Discontinuities in American Higher Education and Best Practices to Overcome them

Niloufar Mirhashemi, Pepperdine University

The driving theme for this research was the cultural discontinuity experienced in American academic institutions. This phenomenon can be triggered by the existing disparities and gaps in the educational and cultural structures of society. The study’s findings will be instrumental to the research on culture and inclusivity as it provides a discontinuity evaluation model for all educational institutions to use to conquer the challenges experienced during this process. Additionally, the model presents a framework for training in managing discontinuities to build cultural fluency within educational settings.

Fostering Equity in Learning Through TILTed Assignments

Hannah Mechler, Grays Harbor College

TILTed (Transparency in Learning and Teaching) assignments are quite important for fostering equity among students; specifically, underrepresented students, non-traditional students, and low-income students (Winkelmes et al., 2016). By creating TILTed assignments, students’ confidence and motivation levels may increase due to clear assignment requirements and overall transparency with the assignment objectives as they relate to course outcomes. In turn, retention rates may increase when students’ academic confidence and feelings of belonging are fostered by closing equity gaps.

Navigating Diversity in Digital Classrooms: Strategies for Inclusivity and Equity

Reenu Varghese, Houston Christian University

As education increasingly shifts towards online platforms, it is imperative to ensure that digital classrooms remain a space where diversity is embraced and inclusivity is fostered. In online classrooms, diversity takes on new dimensions, encompassing not only cultural and ethnic backgrounds but also variations in access to technology, learning styles, and socioeconomic status. This poster explores the challenges and opportunities of incorporating diversity and fostering inclusivity in the online learning environment, offering practical strategies for educators to create equitable and supportive virtual classrooms.

Using a Kinesthetic Approach to the Comparative Anatomy Lab

Susan Murphy, Our Lady of the Lake University

“Structure is related to function” is the common mantra for comparative anatomy learning. Students may go through the motion of memorizing terms and placement on or within the body without gaining additional information; however, incorporating gyotaku (“fish rubbing”) increased enthusiasm for exploring external fish morphology and its relevance to fish function in the environment. The process produced an inclusive community of diverse learners who could participate and gain knowledge equitably in the activity, regardless of personalities or perceived learning barriers. Post-lab assessments suggested improved remembrance of the terms and associations as a result of the activity.