At the end of my presentation, I gave people the opportunity for them to create their own surveys. I will continue to update what people share.
Survey:
Classroom Norms for Quantitative Reasoning by Ben Aschenbrenner
- Achievement: I am encouraged to think and work on challenging problems.
- Access: I am provided support and scaffolding to engage with the math content.
- Power: My voice is honored and my input is needed to move the conversation forward.
- Identity: Who I am shows up in our daily experiences.
Survey:
Why are students not doing their written work? for Calculus by Anonymous
- What keeps you from being able to put work into our written assignments?
- What would help you in working on the written assignments?
- Do you think the written assignments assess what you have learned in the class and what you truly understand?
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Luke Walsh
Instructor
Catawba Valley CC
Hickory NC
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Original Message:
Sent: 11-13-2020 13:16
From: Luke Walsh
Subject: Recap: E-ray Vision: How equity exposes what's hidden.
Here is the link to participate in the my talk, E-ray Vision: How equity exposes what's hidden. (If you just want a link to the slides, then those are here.)
Here is a link to my Recap of AMATYC 2020 Presentation
ilos Videos | remove preview |
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Here are some of the questions that I asked the group. Feel free to respond your thoughts.
- Are you aware of AMATYC Project SLOPE?
- Do you know the acronym SoTL?
- What percentage should we trust the student experience?
- In what ways are we able to provide a voice for our students, so that we can listen to how they are experiencing our course?
- What is an important for you in how students experience your course?
- Have you tried to use a framework of equity?
- What pillar (Access, Achievement, Power, Identity) of equity would you want to focus on?
- Is Calculus unique as a gatekeeper? Are there other courses?
Here is a screenshot of the survey results.
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Luke Walsh
Instructor
Catawba Valley CC
Hickory NC
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