a critical service-learning course, faculty can bring marginalized voices to the center of the classroom by assigning readings from underrepresented authors and promoting non-traditional knowledge sources such as the experiences of community members. Also, faculty can create a classroom atmosphere in which students can engage with diverse perspectives to come to new understandings. To what extent does your service-learning course currently implement Equitable Classrooms? Fill in the appropriate bubble. Not at all A little Somewhat A good deal A deal ⃝ ⃝ ⃝ ⃝ ⃝ Equitable Classrooms Area of Strongly Neither Agree Strongly Nontraditional Knowledge Sources Disagree Agree Learning Disagree nor Disagree Agree Academic The course problematizes the ways in knowledge is “legitimized” ⃝ ⃝ ⃝ ⃝ ⃝ Content researched, defined, framed and presented. Members of the community are brought into the classroom as Pedagogy ⃝ ⃝ ⃝ ⃝ ⃝ and important knowledge sources. Academic You assign non-traditional materials (non-peer-reviewed literature, ⃝ ⃝ ⃝ ⃝ ⃝ Content multimedia, etc.) to complement traditional academic resources. Academic You regularly reevaluate the ethnic, racial, sexual and gender ⃝ ⃝ ⃝ ⃝ ⃝ Content backgrounds of the authors whose readings you assign. Strongly Neither Agree Area of Learning Engaging Diversity and Identity Disagree Agree Strongly Agree Disagree nor Disagree You establish ground rules/expectations during reflection that enable all students–not only those Reflection ⃝ ⃝ ⃝ ⃝ ⃝ typically privileged by the Western classroom–to voluntarily, comfortably share their experiences. You provide counterevidence to students who express Reflection racist, colonialist, misogynistic or problematic ⃝ ⃝ ⃝ ⃝ ⃝ during reflection. You educate yourself on the perspectives of Pedagogy ⃝ ⃝ ⃝ ⃝ ⃝ marginalized groups on the topic you teach.
a critical service-learning course, faculty can bring marginalized voices to the center of the classroom by assigning readings from underrepresented authors and promoting non-traditional knowledge sources such as the experiences of community members. Also, faculty can create a classroom atmosphere in which students can engage with diverse perspectives to come to new understandings. To what extent does your service-learning course currently implement Equitable Classrooms? Fill in the appropriate bubble. Not at all A little Somewhat A good deal A deal ⃝ ⃝ ⃝ ⃝ ⃝ Equitable Classrooms Area of Learning Nontraditional Knowledge Sources Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Academic Content The course problematizes the ways in “legitimized” knowledge is researched, defined, framed and presented. ⃝ ⃝ ⃝ ⃝ ⃝ Pedagogy Members of the community are brought into the classroom as and important knowledge sources. ⃝ ⃝ ⃝ ⃝ ⃝ Academic Content You assign non-traditional materials (non-peer-reviewed literature, multimedia, etc.) to complement traditional academic resources. ⃝ ⃝ ⃝ ⃝ ⃝ Academic Content You regularly reevaluate the ethnic, racial, sexual and gender backgrounds of the authors whose readings you assign. ⃝ ⃝ ⃝ ⃝ ⃝ Area of Learning Engaging Diversity and Identity Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Reflection You establish ground rules/expectations during reflection that enable all students–not only those typically privileged by the Western classroom–to voluntarily, comfortably share their experiences. ⃝ ⃝ ⃝ ⃝ ⃝ Reflection You provide counterevidence to students who express racist, colonialist, misogynistic or problematic during reflection. ⃝ ⃝ ⃝ ⃝ ⃝ Pedagogy You educate yourself on the perspectives of marginalized groups on the topic you teach. ⃝ ⃝ ⃝ ⃝ ⃝