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 low- stake formative 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, low-stakes formative assessments of content covered in class and in the modules is regularly administered. These assessments are collaborative and emphasis both 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 3 - Breaking the Maya Code | Student Collaborative Assessment  Skill set pre-recorded media: Research Methodology | In-Class Essay Writing 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