Addressing Equity in Astronomy 101, Part 1:
Addressing Equity in Astronomy 101, Part 3:

Addressing Equity in Astronomy 101, Part 2:

In this four-part series, Dr. Stacy Palen will discuss her own journey toward recognizing and addressing issues of equity in the Astro 101 classroom. We encourage this to be an open communication and discussion through the comment section below.

To read the first post, follow the link here.

Addressing Equity in Astronomy II: My Framework:

My approach to course planning is to begin by writing down the content, skills and attitudes that form the goals that I have for the course.  I spend some time thinking about how the goals all fit together in a logical order, and if there are pre-requisite content areas, skills or attitudes that I forgot to include.  This process sets the narrative arc for the course and determines what I will focus on in each week of the semester.  Sometimes, I can find a book that matches my plan…but sometimes I have to write it myself.

Once I have goals and an overall arc, I start addressing the equity issue by thinking hard about multiple ways of approaching each of these goals. For example: Can students learn about ellipses just by looking at a figure? Do they need to watch someone draw one (and simultaneously talk through the process)? Do they need to actually draw an ellipse themselves? If so, is a rough sketch sufficient, or do they need to actually tie a string to two pencils, and make an accurate ellipse?  What is it that I actually NEED them to know about ellipses in order to understand about orbits?

This is a multi-solving problem. While students have preferences for how they learn best (or think they do), it’s simultaneously true that different content areas or skills are best learned in one way or another.  Furthermore, different students arrive in my classroom with different backgrounds or resources that leave them differently prepared. For example: If a student is not absolutely clear on the idea of a circle, or the term “symmetric”, then an ellipse is likely to be a different kind of challenge than for someone who simply lacks precision in their idea of an ellipse---that is, they may mistakenly think an ellipse is an egg-shaped oval, thinner at one end.

Because of this, I will offer many options for learning about each content area or each goal.  I often take a “Learn by Doing” approach, which is successful for many students, partly because it necessarily incorporates several different approaches for each content area or skill. Especially if students are working in groups, they can try seeing, hearing, visualizing, explaining, manipulating, touching, acting…all sorts of approaches all at once. In an ideal world, at least one of those approaches will help them reach a content, skill or attitude goal.

This is a menu-style approach to addressing equity in the classroom.  Instead of trying to predict what students will need (I am well aware of the enormity of all the things I don’t know about them!), I present them with as many kinds of ways to learn as I can think of.  Then I use assessments to try to figure out who I’ve missed.

One advantage of in-classroom assessments (like activities or think-pair-share) is that I can eavesdrop to see how they explain things to each other. That leads to a lot of insights about background concepts they might be missing.  For example, I recently discovered that some of my students don’t know what an “Appendix” is, so when the book says, “See Appendix 4”, they don’t know what that means.  This is a perfectly logical result when someone who grew up with physical books runs into someone who has only ever read eBooks…and not one that I could have predicted, a priori.  I just had to try stuff, and then listen in to find out when confusion happened!  It’s also a problem that can be fixed with a sentence, or even just a phrase, that gives students the information they need to find Appendix 4.  I would never have known that this was an issue if I were not moving around the room, listening in.

Next time: Adjusting my attitude.


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