From Understanding to Action: An Examination of Transformative Learning in Asynchronous Online Equity, Diversity, and Inclusion Training for First- Time Teaching Assistants

Abstract

To better support TAs in creating inclusive classrooms, three (3) online, asynchronous modules were developed and implemented to introduce first-time TAs to core concepts of equity, diversity, and inclusion (EDI) - Foundational EDI Language, Power, Privilege, and Positionality and Interrupting Bias. Over 100 1st time TA completed each module, with 80-90 providing feedback on their experience upon completion. A preliminary review of this feedback highlighted three major themes: 1) building awareness and knowledge, 2) applying EDI concepts to teaching practice & identifying actions, and 3) feeling empowered to act. Overall, TAs expressed strong development of awareness and new knowledge of key concepts such as equity and positionality. Although TAs were also able to identify and state the value of applying these concepts to their teaching practice, many expressed the sentiment of still feeling uncomfortable to act within “real-life” situations. Future iterations of such training could seek to address this through structured opportunities for analysis and feedback of reflective responses.

Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies

“…Focusing on organizational differences, such as working with an instructional designer, may introduce faculty to concepts related to equity and inclusivity issues and help them learn about the appropriate teaching approaches to promote the inclusion of students (Hanson & Burke, 2021). Stone et al (2019) examined the experiences of online students in rural settings and found that university policies and processes prevent students from a distance from accessing university services.…”