Community College Summit: Part 1 - Culturally Responsive Curriculum Analysis

Concurrent Session 4
Community College

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Brief Abstract

An investment in building culturally responsive teaching environments requires structural changes to the curriculum. This session will introduce an adaptive version of NYU Steinhardt’s Culturally Responsive Curriculum Scorecard as a tool for faculty to take a deep look into the content of the curriculum to critically analyze whose knowledge the texts’ privilege, and how different groups are being represented. The scorecard looks at a few dimensions of the curriculum including 1) Representation, 2) Social Justice and 3) Instructor’s Materials. Attendees will leave with an action plan that will include short and long-term changes that they can make to their curriculum that will validate their student’s cultural funds of knowledge and activate their culturally-bound prior knowledge. (edited)

Sponsored By

Presenters

Lead Presenter: Sheila Bouie, Southwest Tennessee Community College

Co-presenter: Ruanda McCullough Garth, Achieving the Dream

Co-presenter: Susan Adams, Achieving the Dream

Susan works to support and strengthen Achieving the Dream’s network impact through the design and delivery of high-quality online and in-person learning experiences by collaborating across all of ATD’s departments to analyze instructional outcomes and provide expertise in planning, development and delivery.

Extended Abstract

How do we ensure that every students’ academic experiences are equitable, accessible, and relevant? What is possible when full-time and adjunct faculty use inclusive, evidence-based instructional practices to engage students and foster their learning? How can faculty engage as key collaborators in the college’s student success efforts? When designing online college courses, it is critical to ensure an equitable environment where each student receives a high-quality experience that aligns with their academic readiness and goals. Through intentionally unbiased and inclusive teaching practices, faculty play an important role in improving learning outcomes and therefore increasing course completion and graduation rates. Zaretta Hammond’s 2014 book, Culturally Responsive Teaching and the Brain. Speaks to the three “levels” of culturally responsive teaching which are helpful for consideration in the post-Pandemic world:

  • Surface — observable and concrete elements of culture, such as food and music
  • Shallow — cultural norms and attitudes, communication styles, nonverbal cues
  • Deep — tacit cultural knowledge, worldview, guiding ethics