Most recent public comments by Rebecca Saunders https://nowcomment.com/users/114594 https://nowcomment.com/documents/132976?scroll_to=2647683 https://nowcomment.com/documents/132976?scroll_to=2647683 An important design consideration is that while technology is ubiquitous in work and play, not all technology or access to technology is equal. As we saw during the pandemic, we had students who tried to complete their semester from their cell phones because they did not have reliable internet on their second-hand laptops. Furthermore, we had instructors who lacked the comfort with LMSs who tried to conduct instruction via email rather than learn how to post an assignment online. These barriers disproportionally hurt under-represented students. While the technology is a valuable tool, the onus should be on instructors and institutions to ensure that students have equitable access to the tools they need to be successful. It is also worth noting that an affinity network does not have to be an online environment, and in some instances could be of more value taken back into the “real world.” Sun, 28 Nov 2021 12:28:52 -0500 https://nowcomment.com/documents/132976?scroll_to=2647680 https://nowcomment.com/documents/132976?scroll_to=2647680 My university, like many, is exploring ways to improve student’s sense of belonging as a means to improve retention. However, many of the ways the university is pursuing an increased sense of belonging is through “traditional” forms of belonging, such as increasing residence life activities and attendance to sporting events. As the authors discuss later in this chapter, that while these traditional initiatives increase a multi-generational bond, they still fail to reach those students who are not driven by sports or the arts or who do not live on campus. For campuses to truly succeed in outreach, they are going to need to be open to different activities than they may recognize as valuable. Sun, 28 Nov 2021 12:21:19 -0500 https://nowcomment.com/documents/132976?scroll_to=2647679 https://nowcomment.com/documents/132976?scroll_to=2647679 For as much as we discuss being a community of learners, many of these discussions are still framed in a transfer/acquisition model, where the instructors are the experts and are solely responsible for connecting students to the affinity network that “matches” their curriculum. This book sheds light on what young people are doing independent of the “deposits” instructors are making in their academic banks. The idea of being more intentional with the design of curriculum around affinity networks will only be as successful as educators are willing to relinquish some of the control and be open-minded to the untapped expertise within their own classrooms. Sun, 28 Nov 2021 12:15:18 -0500 https://nowcomment.com/documents/136885?scroll_to=2631412 https://nowcomment.com/documents/136885?scroll_to=2631412 It's interesting seeing the images of young women playing Double Dutch. Having never been much of even a basic jump-roper, I have marveled since I was a little girl watching the coordination required both for moving the jump ropes and moving ones feet. It is a coordinated effort and one that requires teamwork - contrary to the idea of "Everybody for hisself" from line 4. I also imagine Double Dutch represents the feeling of navigating Harlem at the time Dr. Angelou wrote this poem. Thu, 11 Nov 2021 20:18:27 -0500