5c. Model and promote diversity, cultural understanding and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents and the larger community.
As a result of my commitment to equitable education I have chosen employment at open access community colleges characterized by highly diverse student populations and at K-12 institutions where most students do not come from privileged backgrounds.
My culturally responsive pedagogy includes not just understanding of the linguistic and cultural perspectives and needs of students, but of the many social, academic, and technological literacies these students must acquire to be successful. My use of technologies and pedagogies addresses matters of usability and access. I work individually with students, especially those who identify as learning disabled or linguistically diverse, to support individual learning.
While serving at a U.S. based college in the Northern Marianas Islands, I sought student input to maximize opportunities and challenges posed by student multi-literacies. I recalibrated collaborative learning activities to support learners’ culturally preferred ways of acquiring knowledge. I used small groups to bridge to whole group and one-on-one communication. I designed assignments to include students’ home literacies, including translation projects and presentation of knowledge from students’ home cultures. I hosted seminars where students compared their home-language linguistic structures to those of edited standard written English. This collaboration informed not only my culturally responsive teaching, but led to leadership in program development, in the CNMI Research Alliance on College and Career Readiness, and in establishing institution-wide learning outcomes assessment.
I subsequently chose employment at a community college in the U.S. mainland because of the opportunity to work with resettled refugee populations and nontraditional, first generation, and Latinx students. I pursued graduate training in writing pedagogy and culturally and linguistically diverse education to incorporate pre-learning and feedback opportunities, use of E-readers, web-based technologies to support development of language acquisition strategies, and development of content for courses including opportunities for students to share their literacy backgrounds and research community literacy needs. I provided Writing Across the Curriculum training to faculty, mentored a new faculty member from a different discipline and sociocultural background, established a Reflective Practice Group where faculty from various disciplines supported one another in implementing technology in our teaching practices, and worked with community stakeholders to provide institution-wide support for English language learners. One result of this collaboration is that I coordinated a writing center providing tutoring pedagogies supporting ELLs and students with learning disabilities. I eventually pursued a second master’s degree in Digital Education Leadership at Seattle Pacific University in the process of developing a vision of educational access and equity that was also anchored in 21st century educational platforms.
In Using Open Educational Resources to Promote Academic Achievement in a First-Year Humanities Class, I describe the pedagogical moves, course design design principles, and use of Open Educational Resources that I use to increase diverse students’ access to personal, critical, and college-level literacies in one college humanities course.
In Intellectual Access, I describe my use of digital pedagogies to increase diverse students’ access to the deeply critical and contextual thinking that makes for success, outcomes achievement, and personal meaning-making in a first-year literature course.
In Writing Math: Integrating Universal Design with “Social Turn” Writing Pedagogy and Supporting Engagement Through Note-Taking, I demonstrate my use of writing pedagogies and digital age pedagogies to support the learning of the nontraditional and underrepresented student populations who are most likely to enroll in digitally enhanced undergraduate courses.