Reflecting on the conversations that have profoundly impacted my thinking this year, one in particular has persistently occupied my thoughts: the SXSW EDU panel, “Reimagined STEM Courseware: Equity-Centered Digital Learning.” For the second consecutive year, I had the privilege of joining leading academics on this equity-focused platform. Moderated by Professor Aireale Rodgers, Ph.D. from the University of Wisconsin-Madison, the panel featured esteemed voices such as Dr. Ariel Anbar from Arizona State University and Dr. Brian McGowan from American University. Together, we delved into how courseware and technology, especially in STEM subjects, can support equitable student success for minoritized students.

Here are a few key takeaways from our conversation: 

• Digital courseware does not replace the faculty member/instructor.

  The faculty member is the primary source of instruction and establishes a human connection with students. Caring is an evidence-based practice that we know students respond to and courseware can help enable that practice. For example, in Lumen One, we offer an Introduce Yourself assignment that gives students the opportunity to share more about themselves – their background and goals – with the instructor . This information helps faculty members better understand their students and tailor instruction accordingly.   

  

  Example of a question found in Lumen One’s Student Introduce Yourself Survey.

• When it comes to digital courseware, instructors need support.

  There is a cognitive process in learning and using technology effectively. My fellow panelist, Dr. McGowan, spoke of reimagining professional development in a way that becomes more institutionalized, involving everyone from the IT department to faculty and equity centers on campus.  

• The practice of designing and using equity-centered courseware isn’t easy.

  After nearly one year of introducing Lumen One to our partners and other institutions, we are excited by what we’ve seen so far, but we are still learning and building community. I remain energized and encouraged by the fact that the equity conversation is growing, as evidenced at SXSW EDU, and equity-centered courseware is increasingly in demand. 

The lasting impact of our panel discussion is deeply rooted in the insights shared by my fellow panelists. Their perspectives have served as a guiding light, helping to navigate through the challenges we encounter. In a time where it is crucial to build equitable products and engage faculty, the wisdom exchanged during our conversation has been invaluable. It has provided me with direction, keeping me (and my team) focused on real issues and practical solutions.

As we move ahead, it is important to revisit and underscore the significance of these insights. They should stay at the heart of our plans and strategies as we navigate the complexities of education. In doing so, we ensure that our efforts are aligned with the principles of equity and inclusion, propelling us towards a future where every student has the opportunity to thrive.

You can listen to the full panel here. If you would like to learn more about Lumen One, you can reach out and request a demo.

As an advocate for inclusivity and equity within our educational community, I  am excited to discuss a powerful approach to help us achieve this goal: pedagogical partnerships. Originating from the work of Alison Cook-Sather, pedagogical partnerships involve collaborative relationships between faculty and students, where both parties actively engage in co-creating the learning experience.

This approach recognizes that students bring valuable perspectives, experiences, and insights to the educational process. By inviting students to participate as partners in their education, we not only enhance the learning experience but also promote inclusivity by valuing the diverse experiences of our student body.

A Story of Transformation

Let me share a quick story that illustrates the transformative potential of pedagogical partnerships. 

A faculty member I worked with recently implemented this approach in their business course. Instead of solely dictating the course content and structure, they invited students to co-design the syllabus, suggest readings, and even lead discussions on topics of interest to them.

The faculty member initiated the pedagogical partnership by fostering an open and inclusive classroom environment where students felt empowered to contribute to the course design. They started by explaining the concept of pedagogical partnerships and highlighting the importance of student engagement in shaping their own learning experiences. This transparent communication laid the groundwork for collaboration and set the tone for mutual respect and shared responsibility.

Active Involvement: Co-Designing the Course

To actively involve students in the co-design process, the faculty member organized collaborative brainstorming sessions where students could voice their interests, preferences, and learning goals. These sessions allowed students to share their ideas and collectively identify key topics and themes they wanted to explore in the course. Additionally, the faculty member provided guidance and support throughout the process, ensuring that students felt supported and that their contributions were valued. 

The reaction from students was overwhelmingly positive. They felt empowered and valued as active participants in their learning journey. Students who had previously felt invisible or overlooked in traditional classroom settings found their voices amplified and their perspectives validated. As a result, they became more engaged and enthusiastic learners, eager to contribute to class discussions and collaborate with their peers.

Why Partnerships are Essential

This example underscores why pedagogical partnerships are an essential approach in higher education. By centering the experiences and voices of our students, educators can cultivate a dynamic learning environment where every individual can flourish. Moreover, this approach fosters a sense of ownership and agency among students, empowering them to take control of their education and become lifelong learners.

While the approach of pedagogical partnerships, as exemplified by the faculty member’s story, may not be feasible for every course to the same extent, there are smaller steps educators can take to involve students in the learning process. 

Challenges, Considerations, and Meaningful Steps for Engagement

It is also essential to acknowledge that implementing pedagogical partnerships requires time, resources, and a willingness to adapt teaching practices. However, even in courses where full-scale faculty-student collaboration may not be feasible, educators can still take meaningful steps to engage students beyond the traditional model of knowledge transfer. These steps might look like:

• Soliciting student feedback on course content and teaching methods via short surveys.
• Allowing students to share authors, experts, or scholars they are familiar with or interested in learning more about.
• Providing opportunities for students to reflect on their learning and set personal goals.
• Offering choices in assignments or project topics to accommodate diverse interests.

By embracing these incremental changes, educators can foster a more student-centered approach to teaching that empowers learners and promotes deeper engagement with course material. As you consider incorporating pedagogical partnerships into your teaching practice, here are a couple of key elements to keep in mind:

1. Welcome Collaboration: View your students not just as recipients of knowledge but as collaborators in the learning process. Invite them to co-design the curriculum, provide feedback on assignments, and share their insights and experiences.
2. Value Diversity: Recognize and celebrate your students’ diverse backgrounds, perspectives, and experiences. Create space for historically marginalized voices to be heard and amplify their contributions to the classroom dialogue.
3. Embrace Uncertainty and Flexibility: Be comfortable with uncertainty and allow room for the unexpected. Pedagogical partnerships thrive on openness to new ideas and perspectives. Embrace the “chaos” of collaborative learning and allow the process to evolve organically.
4. Demonstrate Transparent Communication and Patience: Be transparent with students about your approach and how the class might evolve over time. It’s important for everyone to exercise patience and show grace, humanizing the faculty-student relationship and fostering a supportive learning community.

Pedagogical partnerships offer a powerful pathway to enrich the learning environment by honoring the diverse experiences of every student. Through this approach, educators can foster educational experiences that empower students, equipping them with the skills needed to thrive in an increasingly diverse and interconnected world. While implementation may require adjustments, even small steps towards engaging students in co-creation can have a profound impact. As we strive to create a more equitable and effective educational experience for all, let us embrace pedagogical partnerships as a powerful pathway to empower our students and prepare them to become active agents of change in the world.

Reference:

Cook-Sather, Alison, Melanie Bahti, and Anita Ntem. 2019. Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1.

About Daysha Jackson-Sanchez:

As Lumen’s Vice President of Equity Solutions, Daysha oversees the equity-centered design strategy, approach, and implementation. A first-generation college graduate, Daysha has served in leadership roles, such as Dean of Student Success and Assistant Vice Chancellor of Student Affairs, and has spent over fifteen years in higher education administration, building collaborative communities focused on identifying and eliminating systemic barriers faced by students.

Global Diversity in Education

Educational settings are microcosms of the broader global diversity landscape. Students bring their various backgrounds, cultures, and experiences into the classroom every day. When asked about why global diversity awareness is important to her, Brigeth Rivera (she/her), our Vice President of Marketing, shared that in school, she often tried to “fit in and not make being a Nicaraguan immigrant” who she was. However, it was the genuine interest and curiosity of her college classmates that encouraged her to reconnect with her roots as well as ask more questions to learn about the unique backgrounds of others around her. As a result, she now strongly believes that “what makes us unique and different is our superpower.” 

Along with interest and curiosity, recognizing opportunities for positive representation of global diversity in the classroom is an excellent way to affirm the uniqueness of your diverse students. Averie Connell (she/her), a Regional Sales Director at Lumen, reflected on the importance of global representation in the classroom and in content by saying that while representation definitely matters on a societal level, “positive representation is even more impactful within the classroom; representation supports students in the development of realistic, yet aspirational, expectations of themselves and their classmates.” She shared that as a Jamaican immigrant, seeing other Jamaicans (like Bob Marley, Kamala Harris, Colin Powell, and Usain Bolt, just to name a few) who have made significant contributions to U.S. society and around the world served as a source of great pride and motivation to her and other Jamaicans. Because of her experience as an immigrant, she can say with confidence, “Students who see themselves represented in a positive light in the classroom feel more confident in their abilities and are more motivated to challenge themselves.” 

One of our Front-End Engineers, Annalyn Sarmiento (she/her),  has been impacted by how her Filipino culture and identity were (or were not) represented in her classrooms. Although she was fortunate to have grown up in a diverse community filled with other immigrants and their children, it was rare to encounter lessons with people or cultural examples that she could relate to. “Having this experience in school impacts the work I do at Lumen because I understand firsthand how including more diversity in the course content and examples can be beneficial to students.” She believes it’s important for faculty to celebrate and to be aware of the global diversity of their students “because it can support and enhance the student learning experience.” 

Understanding Cultural Norms in Global Diversity 

Besides representation and inclusion, understanding varying cultural norms and expectations that your students may be experiencing is another important aspect of global diversity awareness. Jessica Szewczyk (she/her), a Product Marketing Manager at Lumen, experienced not feeling worthy of academic or career opportunities due to several cultural reasons. “Being raised in a Polish household as a first-generation American, there wasn’t any precedent for me to understand how to get into college, let alone how my life would look on campus as a first-generation student. It’s rare to see Poles continuing in education, with many in older generations thinking it’s unnecessary, especially for women.” This is an excellent example of how not all students have the same access to information and support as it relates to higher education. For this reason, trying to learn about your students’ unique backgrounds and how they affect their education is critical for educators. As Jessica told us, “Having culturally aware professors, managers, and colleagues helped give me the confidence to be an advocate for myself.” 

Global diversity awareness is an essential aspect of educational settings and the broader society.  It involves embracing and celebrating students’ unique backgrounds, offering positive representation, building confidence, and understanding the impact of cultural differences on a student’s educational journey. By fostering a diverse and inclusive educational environment, we can empower students to succeed and thrive. 

Embrace Global Diversity in Your Teaching 

At Lumen, we strongly believe that small changes can make a big difference in the overall student experience. As an educator, you have the power to create an inclusive environment that embraces the diversity of all students. One way to do this is by using an “introduce yourself” survey to learn more about your students and their unique backgrounds. Another way is by incorporating diverse resources, images, and materials into your teaching.

If you’re interested in learning more about digital courseware or tools that can help you make these small, yet meaningful changes, we encourage you to check out our latest courseware- Lumen One. Lumen One is designed with an equity-focus empowering both faculty and students to thrive in their teaching and learning journeys while embracing their unique abilities and diverse perspectives. Register here to get a glimpse of Lumen One and it’s equity-focused design.

Reflections From Our Team: 

“We can facilitate more effective learning by promoting positive representation of diverse groups and honoring various perspectives in the classroom and in the content we create.” – Averie Connell, Regional Sales Director

“Global diversity is a source of strength, offering a plethora of ideas, traditions, and experiences that can enrich our lives and contribute to creating a compassionate and harmonious future for everyone.”- Brigeth Rivera, Vice President of Marketing 

“Having materials that promote diversity in the classroom can help promote self-awareness and cultural awareness for students and teachers. Global diversity in the classroom and the content helps create a friendly and inclusive environment for students, which can enhance a student’s experience in school.” –Annalynn Sarmiento, Front-End Engineer

“I’m proud to work for Lumen Learning, a company whose mission is to achieve unprecedented learning for all students. Students deserve affordable and accessible learning materials, and they deserve to feel like they have ownership of their learning and belong in their classrooms. I’m grateful knowing that my position helps students feel seen not just during Global Diversity Awareness month but every month.” – Jessica Szewczyk, Product Marketing Manager 

Lumen is deeply committed to eliminating race, income, and gender as predictors of student success in US higher education. Each and every student, regardless of their race, income, or gender, is capable of succeeding when they are supported effectively. And at Lumen, we are working to provide every student and each instructor with the pedagogical supports they need to be successful.

In 2022, the Bill and Melinda Gates Foundation provided Lumen with substantial funding in support of this vision. This generous grant allowed Lumen to update and improve our equity-centered design process, leading to significant improvements to our content and assessments as well as a new software platform for supporting students and instructors as they engage in the teaching and learning process. The new courseware offering that resulted from this work is called Lumen One, and the first subject is Introductory Statistics.

Equity-Centered Design

We define equity-centered design as “the practice of purposefully involving historically marginalized and resilient communities throughout a design process with the goal of allowing their voice to directly affect how the solution will address the inequity at hand” following Kwak (2020). This principle is sometimes expressed as “design with, not for.” As we created Lumen One, we involved students and faculty throughout the process of drafting platform features, content designs, and assessment approaches.

One of our key strategies for designing with students, instead of for them, was the creation of two User Testing Centers (UTCs). Through partnerships with Santa Ana College and Rockland Community College, two Minority Serving Institutions, the UTCs trained 13 student interns to complete user testing research cycles with more than 140 of their student peers. Using a variety of research techniques – from empathy interviews and cognitive interviews to prototype testing and interactive co-design sessions, the interns helped Lumen understand the answers to questions like: What’s the reality of students’ lives and academic experiences today? How might students solve the problems they experience in their gateway courses? What’s interesting, relevant, and engaging to them? What definitely isn’t? What would students change if they could?

Examples of Equity-Centered Designs

Students taught us many valuable lessons through their work with the UTCs. One of those lessons is that there’s nothing that students find universally interesting and relevant to their lives. This recognition led us to co-design data analysis practice in Introductory Statistics that has a greater chance of engaging students by including multiple datasets. This gives each student a chance to choose a topic to analyze that’s meaningful to them. We call these Choose Your Own Dataset activities.                                                         

Students also told us that they frequently need to hear a concept explained multiple times by multiple people. This typically leads them to search YouTube for additional perspectives on challenging topics. However, surfing YouTube presents a number of challenges. Different instructors use different language to describe the same concepts, making them more difficult to understand. And the YouTube algorithm always suggests unrelated videos that easily distract students and waste their time. Understanding the underlying desire for additional perspectives as well as the challenges presented by using YouTube for this purpose, we recorded three different instructors with different perspectives and life experiences explaining key concepts throughout the course. This allows students to get a range of perspectives on challenging ideas without the confusion and distractions of YouTube.

In another example, students told us they strongly wish that instructors better understood them as individuals and appreciated the obligations they have outside of class, like working full-time or caring for an aging family member. Many students long to feel a genuine connection to their instructors and to feel seen and supported. To help bridge this gap between instructors and students we co-designed an Introduce Yourself activity for students and a corresponding instructor dashboard. This provides faculty with information like students’ preferred names and pronunciation, preferred pronouns, academic majors, year in school, and obligations outside of class.

As a final example, we heard loud and clear from students that they don’t enjoy reading long monolithic blocks of text. This complaint actually aligns very well with research about what makes for effective studying. Specifically, research consistently shows that engaging in interactive practice with immediate feedback is dramatically more effective at promoting learning than reading or watching video.

(And this effect of doing interactive practice is causal, not merely correlational.) This student perspective combined nicely with another consistent bit of feedback– that students hate having to purchase a calculator or special mathematics software in order to do homework for their classes. We brought these ideas together in a co-design that significantly reduces the amount of passive reading and video watching that students do in the course. In place of reading and watching, students engage in significantly more interactive practice, including with an online statistics tool that is integrated directly into the course materials at no additional cost.

Equity isn’t Just a Process – It’s Also Results

It’s often said that equity is a process, and I agree with the call to action underlying that idea. But equity must also be about results. For example, if Lumen’s equity-centered design process doesn’t facilitate equitable outcomes for students, then our process still needs work. We recognize that there are likely many cycles of continuous improvement between us and the audacious goal of eliminating race, income, and gender as predictors of student success. With Lumen One Introductory Statistics available for broad adoption this fall, we’re excited to evaluate our initial progress towards this goal, publicly share what we’re learning, and continuously re-design Lumen One with – not for – students and faculty across the US in pursuit of equitable outcomes. 

Interested in Learning More?

Hear what your peers who’ve adopted Lumen One have to say during a webinar on October 26th at 2:00 p.m. ET.

Register here: https://info.lumenlearning.com/exploring-lumen-one-in-the-classroom

References

Kwak, J. (2020). How equity-centered design supports anti-racism in the classroom. https://www.everylearnereverywhere.org/blog/how-equity-centered-design-supports-anti-racism-in-the-classroom/

Welcome to the kickoff of our enlightening webinar series on college student belonging! In an era where higher education is evolving unprecedentedly, creating an inclusive environment that empowers every student is more crucial than ever. We are thrilled to bring you a series of insightful webinars that delve into critical aspects of college student life, guided by the very individuals who navigate this landscape daily.

The Significance of Student Voices in Building Inclusive Learning Environments

The value of centering and elevating the student voice in designing inclusive learning environments cannot be overstated. By doing so, we recognize the inherent expertise and unique experiences that students bring to the table. Here are a few reasons why this approach is so critical:

1. Authentic Insights: Students are the end-users of educational products and the inhabitants of the learning environments we create. They possess firsthand knowledge of what works and what doesn’t. Listening to their voices provides invaluable insights into their real challenges, making it possible to design solutions that address their specific needs.

2. Equity and Inclusivity: Every student’s journey through higher education is unique. Some may face obstacles related to disability, others may grapple with mental health concerns, and many are navigating the increasingly complex landscape of technology and AI in education. By centering marginalized voices, we ensure that products and learning spaces are designed with equity and inclusivity in mind.

3. Empowerment: Involving students in the learning process empowers them to play an active role in molding their educational experiences. This newfound sense of agency can profoundly influence their confidence, motivation, and overall sense of belonging in the academic community. Inviting students to be co-creators of their education fosters a deeper connection between learners and their learning journey. It instills a sense of ownership and pride in their academic endeavors. This empowerment goes beyond the classroom, extending into their lives as informed, capable individuals poised to contribute meaningfully to their communities and the world.

Exploring the Webinar Series

Throughout the upcoming fall semester, we are excited to present a series of three illuminating webinars that will showcase students from diverse higher education institutions, representing a wide range of backgrounds and lived experiences. Here’s a glimpse of what you can anticipate.

Mind Matters: Navigating College Life & Mental Well-Being

The first webinar will address a topic that has garnered increasing attention recently – college students’ mental health. Join us as a panel of students opens up about their experiences, challenges, and strategies for maintaining mental well-being while pursuing higher education. Their insights will underscore the importance of fostering supportive and inclusive campus environments where students feel comfortable seeking help and support.

Beyond Labels: Navigating College with Diverse Abilities

In our second webinar, we turn our attention to college students with disabilities. These individuals navigate unique challenges and triumphs in their pursuit of academic success. Our student panelists will share their journeys, highlighting the importance of inclusivity and accessibility in higher education. By doing so, they will underscore how equity-centered and accessible learning environments can unlock the potential of all students.

Smart Students, Smarter Learning:  Student’s Guide to AI in Education

The final webinar this semester delves into the intersection of technology and learning. College students today engage with Artificial Intelligence (AI) in various aspects of their education. Our student panelists will discuss how AI impacts their learning experiences, the opportunities it presents, and the ethical considerations that arise when integrating AI into higher education. This session will emphasize the need for ethically designed AI tools that enhance, rather than hinder, the educational journey.

Join Us in Elevating Student Voices

Each webinar is a unique opportunity to gain fresh insights, perspectives, and ideas directly from the individuals who matter most – college students. We invite you to actively engage in the conversation, ask questions, and contribute your thoughts to these critical discussions.

By centering and elevating the student voice, we can collaboratively shape a future of higher education that fosters a sense of belonging and empowers all students to thrive. So, please mark your calendars, invite your colleagues, and join us as we embark on this enlightening journey into the world of college student experiences. 

Together, let’s create an inclusive educational landscape where every student feels valued, supported, and heard and where products and environments reflect the diversity and equity-centered values that are crucial to the future of education.

PORTLAND, Ore., Sept. 12, 2023 / — Today, Lumen Learning, the leading provider of higher education teaching and learning materials focused on improving student outcomes and removing race and income as predictors of student success, announced the launch of Lumen One, the first courseware built with a focus on equity to come to market. The announcement further solidifies Lumen’s leading presence as an innovative leader in supporting minority and underserved students in higher education and further champions the company’s partnership with the Bill & Melinda Gates Foundation to progress Lumen’s work in breaking barriers in education.

Using innovative machine learning and learning science, Lumen One builds on Lumen’s existing product suite, including its nationally recognized Waymaker and OHM programs. Lumen One takes the best of both Waymaker – OER combined with personalized learning tools, and OHM – a platform created by teachers to help students master quantitative skills, and combines the two for a best-in-class courseware with a distinct focus on helping all students succeed.

“The launch of Lumen One comes at a time when we’re seeing changing demographics among today’s college population where 56% of students are first-generation,” said Kim Thanos, co-founder and CEO of Lumen Learning. “Now more than ever, it is critical that we create courseware that meets the needs of all learners, many of whom are still experiencing challenging circumstances in the wake of the pandemic.”

By bridging the gap between equity and technology innovation at scale, Lumen One meaningfully moves the needle for historically underserved populations. The courseware offers a solution for administrators who are looking to cultivate a culture of belonging as well as decrease DFW rates and improve grades in specific course areas. Lumen One was piloted at 12 institutions across the country during the Spring 2023 semester by students and faculty.

“It’s hard to find courseware designed with equity in mind. Most products are either too expensive or not accessible enough for all students,” said Jeanette Koskinas, Chief Product Officer at Lumen Learning. “Students often feel lost and unsupported when trying to learn the material. It can be extremely difficult for educators to balance teaching course content and helping all their students. Lumen One is designed to level the playing field. The product’s content is developed specifically to help students see examples that are highly relevant to them, which is proven to drive better success and outcomes.”

For educators using Lumen One, they will not only have access to powerful tools that create an inclusive learning environment for everyone, but the platform is designed to make it easier for all students to feel supported and increase student engagement, retention, and persistence. From the moment the courseware is accessed, Lumen One provides the necessary resources, cutting-edge tools, and guidance to give students an optimal experience.

Last year, Lumen was awarded a grant from the Bill & Melinda Gates Foundation to support its work in creating and implementing new courseware for Introduction to Statistics that focuses specifically on eliminating race and income as predictors of success for students. Lumen was chosen for the prestigious grant because of its long history of being a changemaker in the education industry. Since its founding, Lumen Learning has set industry benchmarks through its commitment to eliminating race and income as establishers of success through their products and services.

Lumen One is available for Introductory Statistics, Quantitative Reasoning (also called Liberal Arts Math), Introduction to Business, and Introduction to Psychology. For more details about Lumen One and receiving a demo, visit Lumen’s website here.

Last month, I participated in a panel at SXSW EDU, titled “Equity-Centered Research for Innovative Courseware” where I was joined by moderator, Felice Nudelman, Associate Vice President of Academic Innovation and Transformation at AASCU, and fellow panelists Ángel López, Design Director at Blink UX and SL (Shree Lakshmi) Rao, Research + Strategy Director at Substantial. The conversation served to provide different perspectives on this topic – representing research, design, and product implementation – and discuss how technology companies can use equity-centered research and design to reimagine equitable student success.

For those seeking to design courseware with equity in mind, here are some of my key takeaways from the panel:

• Building compassion and awareness into your team is essential. Designing courseware with equity at its core can be challenging from an interpersonal perspective, as it demands a considerable amount of grace and empathy. Building a team of individuals who can interrogate their own personal biases, interrogate what they are bringing to the design process, and embrace centering the historically marginalized user experience will ultimately set up organizations for success.
• This process requires co-creation and continuous improvement. Those that engage in leveraging equity-centered research and design should be aware that it is a very iterative and collaborative process. Using this approach, the idea is to consistently test and iterate based on student feedback in real-time. It is also important to engage in co-creation and work with students, rather than for them, especially those representing diverse populations. When students have the freedom to share their perspective of what works and what is effective, the result can produce highly impactful input to a product’s development.
• Integrating equity-centered research and design into courseware doesn’t happen quickly. The principles of equity-centered design call for taking the time in the development process instead of moving quickly to build a product. This time allows for those involved to be very intentional with each step and understand the nuances of gathering information, especially when it comes to working with students directly. Team members should be mindful of student schedules and commitments, and acknowledge their time and contributions by compensating them appropriately.

If you’re interested in learning more, request a demo of Lumen One, the first courseware product built with a focus on equity.

• Bunker Hill Community College
• Northern Essex Community College
• Roxbury Community College
• Springfield Technical Community College
• Fitchburg State University
• Framingham State University
• Salem State University

The cost of courseware represents a very real obstacle for many students. This grant enables faculty at these institutions to select course materials for adoption immediately, whether for a complete course as a primary learning source or specific modules that can serve as supplemental learning materials to provide extra practice in areas critical to students’ success. This can include areas where students often struggle the most, like grammar and writing skills, or building study skills and life skills. Lumen’s course catalog is available here: lumenlearning.com/courses

For faculty who teach classes that have already started this semester, this grant offers a chance to experiment with the materials before deciding to use them in subsequent semesters.

“Many faculty choose open textbooks in order to improve textbook affordability, but do so at the cost of resources that are critical for teaching and learning – things like automatically graded practice with immediate feedback for students and dashboards that help faculty identify struggling students in real-time,” said Dr. David Wiley, Chief Academic Officer and co-founder of Lumen Learning. “With Lumen’s courseware, faculty can choose OER that are integrated with all the additional resources they need to teach successfully so their students can learn successfully.”

“This program is a great opportunity and increases the choices of teaching & learning materials for faculty and students at the selected institutions. We hope it encourages faculty to try teaching and learning materials that increase student affordability, provide them day-one access, and can meet the faculty member’s disciplinary and course-specific needs without worrying about the cost to students,” says Robert Awkward, Assistant Commissioner for Academic Effectiveness
Massachusetts Department of Higher Education.

For faculty and staff who are interested in learning more about this opportunity, please contact the Lumen team at lumen-mass@lumenlearning.com or visit https://info.lumenlearning.com/digital-pilot-ma

The award was granted to recognize the 20+ RCC faculty members who completed the Belonging and Inclusive Teaching Fundamentals Fellowship, a professional development course offered through RCC’s Provost Faculty Scholars and  Lumen Learning’s Circles fellowship program that helps educators create inclusive learning environments and prioritize student voices. Over the course of nine weeks, Rockland educators collaborated virtually with other faculty peers to enhance their teaching practices with an increased focus on diversity and inclusion. 

The course had an overwhelmingly positive response from participating faculty members. For Peter Marino, lecturer of psychology at RCC, the fellowship directly impacted his approach to building inclusivity and community in the classroom. Marino highlights several strategies he implemented in his teaching practices, including assigning readings from diverse sources and voices and giving students space to consider and discuss their own identities in relation to course material. 

“I can say with confidence that my students benefited from greater personalization and caring provided by the brave and safe spaces that developed,” Marino shared. “Growing consciousness of belonging has enlightened my students as well as myself greatly.”

In addition to creating a deeper sense of belonging for RCC students, the Lumen Circles fellowship gave faculty the opportunity to build cross-disciplinary connections with one another.

Assistant Professor of Sociology Dr. Rebha Sabharwal shared that “it was extremely valuable to see how other disciplines deal with topics such as power, privilege, and intersectionality. As the world shrinks and our knowledge and empathy increase, we benefit from safe platforms where we can communicate our struggles and share successful techniques with one another.”

Rockland faculty’s participation in the Provost Faculty Scholars Program and Lumen Circles fellowships is part of an ongoing partnership between Lumen and RCC to strengthen the college’s teaching and learning center. The program evolved from Lumen’s broader partnership with SUNY to support implementation of wide-scale use of Lumen’s digital courseware, OHM, Waymaker, and professional development platform Lumen Circles.  Lumen Learning’s partnership with SUNY allows faculty to get the support they need through comprehensive faculty development experiences while also providing students and educators with access to equitable and inclusive digital courseware that will enable them to make higher education more affordable and accessible for all students.

Rockland’s HEED Award recognition comes as colleges and universities nationwide face enrollment declines in the wake of the COVID-19 pandemic. Community colleges in particular are struggling to enroll and retain students, and administrators have been left scrambling to find answers. Lumen’s work with RCC and SUNY can serve as a template for other institutions to not only recoup pandemic losses but further advance equity for minority and underserved student groups.

If you’re interested in learning more about Lumen Circles, visit lumenlearning.com/what/circles/