Jason Suarez - History Department
Design Description
Addressing student equity in the classroom is more than challenging for faculty when taking into account
student diverse learning styles and the diverse academic foundations students have received in high school
history courses. This project addresses these challenges through the integration of eLearning designs and
collaborative assessments into course curriculum. eLearning content is pre-recorded using Adobe Captivate
and placed under the control of students via the internet. The accessibility to course content will balance the
playing field for those students who did not receive in previous educational experiences the content
foundations necessary to succeed in History 154: The History of Mexico. In addition, collaborative assessments
of content covered in class and in the eLearning modules are administered. These assessments emphasize
socialization, process and content. Finally, supplementary self-paced modules are accessible to students to
introduce or re-enforce the skill sets necessary for success in History 154. Students complete these modules
and the related activity and are encouraged to attend office hour to discuss their content. Some of the modules,
such as the ones below, are infused into the course and addressed in class as they teach/re-enforce skill sets
needed for course success.
Content pre-recorded media: Topic 1 - Decoding the Discipline
Collaborative assessments: Topic 1 - Student Collaborative Assessment
Student Scaffolds: Principles of Learning | Threshold Concepts
Skill set pre-recorded media: Research Methodology
Jackie Freedman and Elizabeth Russell - Fine Arts Department
Design Description
In the "Identity Project" the student will act as a curator and curate an art exhibit on the topic of IDENTITY.
Students will explore the ways in which art and popular/visual culture reflects and engenders their own identity
both personal and social. Students will choose three artworks or popular culture images that define, challenge
and expand their notions of personal identity. The first image chosen will reflect the personal identity of the
student, the second image will show a perceived social identity one that either represents a dominant culture
stereotype that personally affects them or breaks with that stereotype. The third image will be one that reveals
the student's ability to empathize with the identity of someone or others outside of the student's personal
experience. Guideline questions are given in relation to each image chosen to help students write a paragraph
discussing the visual impact and reasons why they curated each image into the exhibit.
To learn more about this design contact: jfreedman@elcamino.edu and erussell@elcamino.edu
Student Equity Reenvisioned
SER
Faculty Designs
Jason Suarez
SER Faculty Coordinator
Wendy Lozano
Student Services Specialist
Student Equity