Open For Antiracism (OFAR) Template
Overview
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
How To Remix This Template
OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. Once logged in, click the remix button on this resource to make your own version of this template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. Delete this section and instructions in other sections before publishing. When you are ready to publish, click next to update the overview, license, and description of your resource, and then click publish.
Action Plan
Both OER and open pedagogy helped my class to bring materials that were more accessible and representative of students' experiences.
One of the open pedagogy elements I used in my class was a liquid syllabus (https://sites.google.com/view/esl-a100-liquid-syllabus?usp=sharing) which presented the information in a web-based manner, engaging students and allowing students to navigate through the document more readily. Also, by having a liquid syllabus, I was able to incorporate images that communicated an antiracist and more inclusive environment in my class.
OER, on the other hand, allowed me to bring in videos such as "The Danger of a Single Story" by Chimamanda Ngozi Adeche and other open-access materials that are more representative of the experiences of a wide range of students beyond what is traditionally featured in college-reader-type books, normally used in college composition courses.
Course Description
ESL A100: College Composition
Course Description
ESL A100 is a transfer-level course, equivalent to English 100, designed to provide additional linguistic support to students. This course focuses on the instruction and practice of essay writing, critical reading and analytical, and polishing of sentence structure, tone and voice. We will also work on helping you develop research skills and practices to incorporate information from researched sources as supporting evidence. Students will be required to spend three hours per semester in the OCC Writing Center, Instructor’s Office Hours, or other equivalent revision activities as determined by the instructor.
Learning Outcomes:
At the end of the semester, students who have successfully completed this course will be able to:
Articulate clear, logical, and adequately supported ideas in an in-class essay that is effectively organized and satisfactorily edited, using correct sentence structure.
Demonstrate comprehension of college-level readings by annotating and using them in essays and research-based paper
Link to Liquid Syllabus
This is the link to my liquid syllabus: https://sites.google.com/view/esl-a100-liquid-syllabus?usp=sharing
Antiracist Assignment / Module
This module culminated in students writing a persuasive paper that asked them to challenge a stereotype or misconception they have experienced firsthand.
We discussed three texts in preparation for this writing assignment. The video "The Danger of a Single Story" by Chimananda Ngozi Adeche provided the core concept they would explore in their essays--the dangers of a single story and our responsibility to "complete the story." We also read the prologue of Hunger of Memory: The Education of Richard Rodriguez and examined social labels. We discussed how we identify ourselves and our reactions to the labels others impose on us. Lastly, we analyzed how Ronald Takaki structured his argument in "The Hamful Myth of Asian Superiority." Students modeled their argument after his.