(Re)Teach

This will be the last podcast for the foreseeable future.  I need to engage the work of ethnic studies in my work, at my college, and in my community.  It has truly been a blessing to serve you and I look forward to the next iteration of (Re)Teach!

Ethnic studies, at its heart, must be about intersectionality, tying current events to multiple disciplines for analysis, and making a positive social change.  If your class is not doing this, then it is not an ethnic studies class.  One of those changes is how classes are taught and that will be the focus of the last episode in this series.

I cover 2 of the 5 core competencies in this episode. It is not enough to talk about culture or history to be considered an ethnic studies class. You must focus your class on power and how people liberate themselves from oppressive structures, e.g. racism, colonialism, etc.

Ethnic Studies is in high demand in California. The California State University system has made it a requirement and this directly affects the community college system. Ethnic Studies is even being required at the high school level. The episode will give brief examination of what Ethnic Studies is and what social factors have brought us to this place in history.

What I talked about in this episode:1) Research some textbooks to get a feel for patterns2) Start with what you are good at3) Put your best stuff in the book!4) Keep equity at the center

I talk about my personal journey on pricing my textbook and how I went from zero cost to charging, back to zero cost. I then talk about the pluses and minuses of using iBook author to create my textbook. I finish by talking about how creating a textbook helped me rethink my teaching and how I use multiple-choice questions. I will give you part two next time :)

Embracing being awkward means fighting against systematic racism, white supremacy, patriarchy, and heteronormativism. However, we are not fighting against the center to become the center. We are fighting to establish a world that accepts our authentic selves as central to who we are but resists creating new norms for authenticity.

Will you accept my late work? Many of us do not take late work from students, but will you accept mine? In this episode, I reflect on all of the emotions that I am going through right now in my life and how they have led me to forget about doing this recording on time. I hope you accept my late work.

Some very real reasons to write you own textbook:1) You will never think more about your teaching2) Imagine being in sync with your textbook3) Focuses on what you like4) It will be organized the way you like it5) You can put equity at the center!

Three things helped me to understand that I was in the beginning phase of writing a textbook:1) I found out that textbooks matter2) I was spending a LOT of time developing my own examples because I did not like my textbook3) I was developing handouts to go with the reader for the class

Part 2: I focused on teaching others how to teach others:- Looked at the power dynamic involved in teaching teachers versus teaching students- The difference between teaching beginning versus experienced teachers- Consulting in a one-on-one setting may work better with experienced teachers- Talked about how former students of mine who became teachers have now learned how to teach teachers.

I use the old adage about giving someone a fish versus teaching them how to fish and relate it to how we teach students. I talk about how our society undervalues giving people fish when that may be the thing that gets them interested in your discipline in the first place!

This episode focuses on how to bring your teaching philosophy and equity-minded practices under the unifying theme of student equity. In other words, I am teaching the students about equity versus just using equity-minded practices. I have found that this is effect for the class, but it also has the ability to drastically affect our future.

This episode focuses on teaching statistics using a lot of equity-minded practices:- Free Workbook- Grading that focuses on effort and/or process- Purposeful small groups- Interactive learning embedded throughout the course

This is the first episode in a three-part series regarding how I teach my Statistics for Sociology class. The highlights for this episode are:1) Teaching statistics as a language2) Focus on mathematical thinking3) Using statistics to teach sociology4) Everything is a word problem5) Every step is written out

In order to build relationships with your students and show them that you care, tell them your story! Four things that you definitely want to talk to your students about:1) How did you chose your major?2) Who was the teacher that inspired you the most?3) What kind of student were you in high school? What about college?4) Let them know that you are still growing as a person and as a professor

In part two, I focus on the following items of the order:E) an individual's moral character is necessarily determined by his or her race or sexF) an individual, by virtue of his or her race or sex, bears responsibility for actions committed in the past by other members of the same race or sexG) any individual should feel discomfort, guilt, anguish, or any other form of psychological distress on account of his or her race or sexh) meritocracy or traits such as a hard work ethic are racist or sexist, or were created by a particular race to oppress another race

The current administration issued an executive order that put major restrictions on diversity and equity training at federal institutions and places that receive federal funding, "in order to promote unity in the federal workforce, and to combat offensive and anti-American race and sex stereotyping and scapegoating." However, this order is problematic and symptomatic of a greater discussion about race that our society needs to address. In part one, I focus on the following items of the order:A) one race or sex is inherently superior to another race or sex B) an individual, by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously C) an individual should be discriminated against or receive adverse treatment solely or partly because of his or her race or sex D) members of one race or sex cannot and should not attempt to treat others without respect to race or sex

This three-part podcast is a collaboration between S.A.F.E. Topics and (Re)Teach. In this episode, we focus on what gives us hope as we all try to move MiraCosta College towards being anti-racist

This three-part podcast is a collaboration between S.A.F.E. Topics and (Re)Teach. In this episode, we all focus on the work that needs to be done to create an anti-racist campus.

This three-part podcast is a collaboration between S.A.F.E. Topics and (Re)Teach. Sean Davis, curry mitchell, and I co-host a discussion with Denise Stephenson (Director of the Writing Center), Chad Tsuzuki (Professor of English and Chair of the Tenure Review and Evaluation Committee), Oswaldo Ramirez (Counselor at the Community Learning Center) and Rachel Hastings (Communications Professor and Coordinator of North County Higher Education Alliance) about what anti-racist means to us.

Some tips on how to be a more effective, equity-minded teacher on Zoom:1) Be more direct (2:31)2) Teacher in shorter segments (9:15)3) Be more hands-on (15:13)4) Record and post your lectures (20:32)

This episode gives a step-by-step process to using the chat feature to create a space for spontaneous conversations. Doing this will help build the communities that equity groups, especially Black and Brown students, need to help them succeed.

Having spent more time on Zoom in the last few months has allowed me to really reflect on what it is good for and what we should avoid doing on it. Zoom is good for connecting with students. We should take advantage of the recording feature and we definitely need to use the chat feature to help with the spontaneous interactions. However, Zoom is not like a classroom. Everything takes longer to do on Zoom and so we have to be mindful of doing more with less. Lastly, we must remember that many of us are still not online teachers. Many of our students are not online students and we are STILL teaching during a global pandemic and incredible social upheaval.

With my last episode for the season, I wrap up with a discussion of how experiencing COVID 19 while being black correlates to talking about closing equity gaps. I will be back in August with season 2 and will share what I did over the summer to become a better teacher.

Melissa and Susy both took my Research Methods class and talked to me about how I “decolonized” research and the research process for them. We talked about how I used my DoorDashing experience as a participant observation model to do research. Susy then talks about how she learned how to love research because it helped her understand her own world as a Mexican in America. She also talks about how research became much more interesting when she found herself, her family, and her community being analyzed. We then talk about how professors can use research techniques like content analysis and participant observation to bring a sociological perspective to common everyday experiences.

I have a conversation with two active, amazing, and resilient students, Susy and Melissa, about imposter syndrome, the feeling that you do not belong in a certain space. Although this is something that anyone can experience, students of color are especially vulnerable to this issue. However, if faculty allow themselves to be vulnerable and share their impostor stories with their students, this will go a long way to making DI students feel like they belong in your class and at your college.

So, I invited Dr. Rachel Hastings on my podcast and we talked for over two hours straight! I broke this is up into smaller bite-sized segments. In this segment, listen as we talk about:-How POCs need to think about searching for a job-We need to focus on what we can contribute to a college versus how to fit into a campus culture-Teaching students how to stand in their own truth starts with standing in your own truth-Talk about your whole self, especially regarding race-Reflecting on how participating in class is more than just talking in class-Love the story about a woman who spoke Spanish about infidelity!-Encouraging students to speak from their own space-Giving students options does not mean “less structure”-We can give discipline-specific advice even if you know very little about what they are talking about

In honor of National Poetry Month, I talk about four different levels of integrating spoken word poetry into your classroom curriculum. As a spoken word poet, I advocate for this genre because it adds emotional understanding to social justice issues. I want my students to know that what I am teaching them is beyond research, data, and theories. It is real, it is visceral, and these issues have a human toll that can only be understood on an emotional level.

I interview Shawntae Mitchum, a former student of mine, about her Master's thesis regarding the experiences of black faculty who teach at community colleges. We explore why there is very little student equity research regarding community colleges even though this system, by far, has a larger number of black and brown students than the two other systems combined. We end by focusing on what it means to teach the diamonds in the rough and how this is the very essence of equity-minded research and practices.

While moving to an online format, I struggled with how to maintain the integrity of using multiple-choice as a tool for student learning versus making it into an exam. During the conversion, I realized that having a teaching style that focuses on "cheaters" and how to catch them is not conducive to closing equity gaps. Towards the end, I talk in detail about what I did to make sure that I am using my multiple-choice questions the way I had originally intended.

It has taken me 4 episodes and COVID 19 to realize what is bothering me so much about the sarcastic and demeaning remarks that many of my colleagues made in a teaching group chat that I am part of. I realize now, that some of my colleagues believe that their class is more important than the global pandemic that is happening right now. If this is the case, then this is a HUGE part of why we cannot close equity gaps. Listen as I continue to talk with Susie and Melissa, two intelligent, motivated and engaged students, as they tell us their perspective about the faculty comments in my group chat.

Some things were easier than I thought, while other things were harder than I imagined when I started teaching again after a two-week break. Switching to distance education has made me rethink everything that I do with my teaching, from how to do multiple choice questions to office hours. Everything is different and yet the fundamentals of an equity approach are always the same: empower ourselves to create a better way, do everything with passion and purpose, focus on how to build and maintain relationships and create community with our students.

Many of us are being driven to find/create content for the distance education format and I want to encourage us to allow our passions to drive our content. My passion for hip hop lead me to develop into a spoken word poet, but more importantly, it helped me construct a curriculum that empowers historically marginalized students by helping them center their beliefs, culture, and perspectives in an academic environment.Quick points:- Pursuing your passions as an instructor allows the content to be meaningful to you- Use your classroom to help students pursue their own passions and this will close equity gaps- I use spoken word poetry to help students connect with the emotions of a social issuePoetry ResourcesAnt Black - https://www.youtube.com/watch?v=bZrQbv9RO3oRudy Francisco - https://www.youtube.com/watch?v=MR1_2lFXJI4 Yes, that is me obnoxiously laughing in the background! He was the featured poet at an open mic here at MiraCosta College. This was before he got famous. https://www.youtube.com/watch?v=t3F0FfNiFss - This is his performance on Jimmy FallonSocioPoetix - http://www.spitjournal.com/sociopoetix/Def Jam Poetry - https://www.youtube.com/watch?v=U4cMD2lnHWU&list=PLnkh7-oYHNf-uU6Fz12dF3M5NTy8QgWmHButton Poetry - https://www.youtube.com/user/ButtonPoetryYou can find my poems/music at https://brucehoskins.com/

Some quick tips on how to look better in a video:1) Clean the area you will be recording in2) Look through the camera to see what is behind you3) Purposefully choose a camera angle: up, down or straightforward4) Look at the camera by using a picture or posting your outline over the camera5) Create a brief outline so it does not look like you are reading

Some quick pointers on how to sound better in a podcast format:1) Short podcasts do not need an intro/outro, but longer ones should2) Throw a blanket over your head if you cannot record in a sound booth3) If you need a mic, Blue Yeti's are "plug and play", easy to use and have a TON of YouTube videos that will show you how to use them4) Use a pop-guard and/or turn the mic sideways to avoid harsh "p" sounds5) NEXT-LEVEL: use Auphonic to equalize your sound levels and eliminate background noise: https://auphonic.com/6) Create a detailed outline

As COVID 19 is essentially forcing many professors to shift to a distance-learning modality, an age-old question arises, what format would be more useful to me as a professor: Podcasts or Videos? However, the real question is not which format is better, but rather, which format will help me accomplish my teaching goals more successfully? I speak about both options from personal experience and a LOT of trial and error.

Amidst the current COVID 19 pandemic, schools are switching to a distance learning modality across the entire world. If your personal health and/or safety is not at risk, I believe that this is an opportunity for professors to seriously rethink our teaching strategies as they relate to student success and equity-related practices. This will give us an opportunity to wrestle with the "minimum" level of instruction that students need to be successful in class, to rethink attendance/grading policies and remember what it is like to be a student again.

I was blessed to have Melissa and Susy, two student advocates, and we continue to talk about emailing professors and how traumatic that can be for students when professors do not respond kindly or with respect. Both students share heartfelt stories about how they continue to struggle with email etiquette and how it has negatively affected their lives. This one went way longer than I thought it would, so I am splitting this into two episodes.

This is part two of me talking about an email that a professor posted in a sociology group chat that I belong to. The student asked, "Will I miss anything important?" I reflect on why this question seems so offensive to professors, what my own response would be, and analyze how other professors responded. I then demonstrate how the content and tone of our correspondence to students can negatively affect underrepresented minorities.

I talk about an email that a professor posted in a sociology group chat that I belong to. The student asked, "Will I miss anything important?" I reflect on why this question seems so offensive to professors, what my own response would be, and analyze how other professors responded. I then demonstrate how the content and tone of our correspondence to students can negatively affect underrepresented minorities.

This poem is a continuation of the episode, The Need for Black Excellence. Excellence is not big enough to explain and quantify black excellence. This discussion touches on how history needs to expand in order to include black history and how black graduations need to exist because it celebrates something noteworthy in a black person's experience within the education system.

I commentate on a poem that I wrote about black excellence to give a deeper understanding of this concept and why it is so important. Excellence is not big enough to explain and quantify black excellence. This discussion touches on how history needs to expand in order to include black history and how black graduations need to exist because it celebrates something noteworthy in a black person's experience within the education system.

As I find myself frustrated about how my hybrid Camry is grading me, I use this experience to reflect on how we can apply an equity lens to the way we grade our students. The three things that my Camry inspired me to think about are 1) being transparent about how we are grading, 2) being as objective as possible when we are grading, and 3) becoming aware of the hidden curriculum in how we are grading.

Community building and connecting students to the services on campus it the focus of this episode. I talk about a quick and effective ice breaker that I use and then I walk the students around campus. I have found that taking them around campus increases the chance that they will actually visit the space in the future.

In this episode, I go over four key elements that you want to make sure you accomplish on your first day of school. You need to let students know the "flow" of your class. Tell the students things about you that help them understand that you are human. Let the students know that you are passionate about what you do. And lastly, make sure you let them know that you care about their success.

Although there may be a reason to give students a cumulative final, I argue, that these types of exams are an abomination to student learning. In this episode, I explain how cumulative finals punish students that depend on their jobs (i.e. poor students) for no good reason at all. This episode concludes my Fall19 season. I will be back Thursday, January 23. Enjoy your break!

Looking at group work projects through an equity lens helps us understand that students who are dependent on their jobs are at a huge disadvantage if we do not fully integrate this assignment into our teaching design. What this means is that we must introduce group projects early in the semester, be purposeful while introducing group members to each other, create time for groups to work together during class and allow students to critique themselves and their group mates.

Do we assume that students know how to write a research paper? Do we assume that students will be able to figure out how to write a research paper if we assign one? This assumption negatively affects student equity groups, but there is something we can do about this. If we are going to an assignment, we MUST invest in teaching our students the skill set that is involved. In this episode, I break down how to "scaffold" a research paper in a way that positively affects student success.

In this episode, I looked at how I used to grade classroom participation through an equity lens. I noticed that I overvalued students that talked in class, which made it unnecessarily difficult for low socioeconomic students, students with different ways of processing information, and students that do not speak English as a first language to participate during class. This process made me think about why I value classroom discussion/participation, helped me create a more equitable system of measuring classroom participation and facilitated a classroom design that works towards getting students to participate.

In this episode, I talk about 4 topics that I wanted to give some quick (relatively speaking) equity-inspired advice about. Those topics are classroom participation, final papers/presentations, group-work projects, and cumulative finals.