Adler Online Course Standards

Explanation

Information posted at the beginning of a course provides a general course overview, how to communicate with the instructor, important resources for the learner to utilize, assignments and due dates, course schedule and policies and grading information.

Instructors may choose to incorporate some of this information in the course syllabus. Learners should be directed to the Get Started Page that includes Overview, Course References, and Communication.

Directions to Review Partner

Learners should be able to experience the course navigation seamlessly and quickly. Using your initial visit as an indicator of how a new learner encounters their first visit. Learners should easily find the Syllabus and navigation tabs.

Examples

• Get Started Video
• Get Started Activity such as adding assignments to schedule.
• A syllabus activity such as scavenger hunt or quiz.

Explanation

Learners are provided with clear expectations that help them understand the context and relevance of the course. By providing learners with an understanding of the course’s purpose and structure, instructors can help learners to stay focused and motivated throughout the course.

Directions to Review Partner

Consider whether this information is provided in the Course Syllabus, Get Started Page, Course Calendar, etc.  

Examples

Introducing learners to the purpose and structure of the course involves the following:

• Providing an overview of the course objectives, topics, assignments, and assessments.
• Sharing information on the course schedule.
• Clarifying expectations for participation and communication and any other relevant policies or procedures.
• Ensuring the self-introduction by the instructor is professional and is available online.

Explanation

It is important that learners become familiar with their instructor and help establish a sense of credibility and professionalism. It can also share your instructional approach tonally; whether you tend to be more formal or informal, the most important thing in establishing rapport is authenticity.

Directions to Review Partner

The self-introduction should be professional in tone and set a positive learning environment for learners.

Examples

A professional self-introduction typically includes information such as:

• Instructor’s name
• Qualifications
• Relevant experience
• Teaching philosophy
• It may also include course objectives, expectations, and resources that will be available to learners throughout the course.
• Providing an overview of the course objectives, topics, assignments, and assessments.

Explanation

By providing a clear grading policy, instructors can help learners to focus on their learning goals and to understand what they need to do to succeed in the course. Bear in mind that for students, it is a values document; ensure that assignment category percentages are a sensible reflection of the importance of assignments relative to one another.

Directions to Review Partner

Look for clear grading policies and ways that instructors help learners focus on their learning goals. Also check to ensure that assignment category percentages are a sensible reflection of the importance of assignments relative to one another.

Examples

The course grading policy typically includes the following information:

• Grading scale
• Weighting of different assignments and assessments
• Criteria for evaluation
• Any other relevant information on how grades will be determined.
• Instructors may also provide information on policies for late or missed assignments, extra credit opportunities, and any other grading-related policies or procedures.

Explanation

Learners establish a connection with the course material and think about how their background, experience, and goals relate to the course. This helps learners see the relevance of the course to their own lives and to develop a sense of ownership and engagement in their learning.

Directions to Review Partner

Look for evidence of instructors tailoring the introduction prompt to the course objectives.

Examples

• The introduction prompt may ask learners to share information such as their background, their reason for taking the course, their goals of the course, or any other information that is relevant to the course objectives.
• The prompt may also encourage learners to reflect on how their prior knowledge or experience relates to the course material.
• The prompt may also ask learners to choose course objectives that are daunting or challenging or course objectives that will support career goals.

Explanation

By providing clear expectations around communication and technology tools, these tools may include online discussions, other forms of interactions, or technology students will need to access. Instructors can help learners to understand how to use these tools effectively and how they can contribute to their learning experience.

Directions to Review Partner

Look for evidence of technology tools that support communication and clear expectation around how to communicate in the course with the instructor and other learners.

Examples

• Welcome Video
• Lecture Videos
• Office Hours
• Course Q & A board
• Online discussions
• Email

Explanation

Instructors should create a sense of community within the course and promote collaboration and engagement among learners. By building peer-peer and peer-instructor connections, instructors can help learners feel more connected to the course material, to each other, and to the instructor, which can promote motivation and deeper learning.

Directions to Review Partner

Look for opportunities in the course that foster connections between learners, between learners and the instructor, and between learners and the course content and resources.

Examples

• Online discussion boards
• Group/partner assignments
• Peer review
• Collaborative activities
• Instructor feedback
• Office hours

Explanation

Building connections with others both inside and outside of the university community allows learners to network and engage in professional development, engage in peer learning and support, broadens the learners perspective, and creates a sense of belonging.

Directions to Review Partner

Look for activities and experiences where learners are building connections with peers, faculty members, and professionals in the field; connecting with fellow learners within the university community; interacting with individuals from diverse backgrounds, both inside and outside the university community and building connections with others to foster a sense of belonging and community

Examples

Examples of building connections inside and outside the Adler University community include:

• Participating in group projects or collaborative assignments within the university community, allowing learners to work closely with their peers and build relationships.
• Joining student organizations, clubs, or societies to connect with like-minded individuals who share common interests.
• Attending university events, workshops, or conferences to interact with faculty members, guest speakers, and professionals in the field.
• Engaging in online forums or discussion boards, where learners can connect with peers and exchange ideas or seek support.
• Participating in industry-specific events, networking sessions, or internships to connect with professionals and expand their professional network outside of the university community.

Explanation

Ensuring that activities have an explicit and clear relationship to the learning objectives is crucial for effective teaching and learning. When activities align closely with the learning objectives, it helps learners understand the relevance and purpose of their tasks, enhances their engagement, and supports their achievement of the desired learning outcomes.

Directions to Review Partner

Look for activities and experiences aligned with learning objectives that reinforce knowledge and concepts, develop skills, promote higher-order thinking skills, foster collaboration and communication, cultivates real-world application, and assesses progress.

Examples

• Promoting Higher-Order Thinking: Activities can be designed to promote higher-order thinking skills, such as analysis, synthesis, and evaluation. The learning objectives that aim for higher-order thinking can be achieved through activities that require learners to analyze complex case studies, create and present their own arguments, or engage in collaborative projects that involve integrating information from multiple sources.
• Cultivating Real-World Application: Activities should provide learners with opportunities to connect their learning to real-world situations or contexts. For instance, if the learning objective involves understanding marketing principles, an activity can involve analyzing and creating marketing campaigns for existing products or services, simulating real-life scenarios in which learners can apply their knowledge.

Explanation

Activities should build upon each other to ensure students are developing the fundamental skills necessary to achieve the overall course and program goals. When scaffolding is implemented, the information will often be broken into “chunks” to provide learners with an organized experience where they are introduced to new challenges or less support in each chunk.

Directions to Review Partner

When reviewing the course, look at the weekly topics, overviews, and assignments. The course should continue to build skills so students are able to achieve the end goals of the course. Scaffolding can be implemented through explicit instruction or mini-lessons building to demonstrate the necessary skills or knowledge as they would in the real world.  

Examples

The following is an example showing how scaffolding is used throughout each week of content to build to a final project.

Explanation

Each activity should implement a friendly or inviting tone that can be formal or informal. Assignments should tell the student about the assignment and how it is relevant to their learning and career goals. Providing the “why” of the assignment and using this language will ensure the student is able to understand what is being asked and why they are being asked to do it.

Directions to Review Partner

When reviewing the course, ensure that the language is inviting, clear, and understandable to the students. The course should be free of jargon or define the words when they are being used.  

Examples

• Phrasing such as: “Welcome to the course!”  
• First/second person language – “We” “You”

Explanation

The weekly Overview could include introducing the topics of the week, any special need-to-know information about the assignments, a professional’s perspective on how the learning objectives/topics are relevant to the profession. Additionally, an instructor may implement a mini-lecture video or text to provide additional context to the learning topic, activities, or objectives.    

Directions to Review Partner

This may take form as text, video, or a combination of both. While watching these videos, consider if you feel prepared or enabled to begin the readings or activities for the week with confidence. After watching ask yourself: Is there anything you would like the video to touch more on? Was the video relevant to the content that week? Is the video an appropriate length for the content being reviewed?  

Examples

• Video explanation of how readings and learning objectives are connected to the assignments
• Text describing the connection

Explanation

Learning objectives are outcomes-oriented and measurable. This means that the objective clearly and accurately describes what the learners are expected to achieve. These statements are written without jargon, meaning anyone can understand them with minimal content knowledge. These objectives will be found at different levels throughout the course.

Directions to Review Partner

While reviewing the weekly learning objectives, ensure the learning objectives are measurable and written without jargon. If you are unable to understand what the learner is expected to do, then that objective should be improved.

Examples

• Develop an individualized wellness program to address a clients need
• Assess a patient’s progress with treatment using the required documentation process
• Analyze the case study to determine a clients need
• Interview a working professional about their career

Explanation

Learning objectives are clearly stated in the course with a connection to the larger course goals. This alignment communicates to students that there is a purpose for creating the assignment and how it may assist them with their future goals. Learning is promoted when learners are solving real-world problems, they are engaged in the task itself (not just the action), and progressively solving more difficult problems.  

Directions to Review Partner

Ensure the connection between the objectives and learning activities is clear and easily accessible. 

Examples

• The learning objective of “Understand state licensure requirements and identify the specific criteria to obtain licensure” is executed with assignment [6.1] Professional Licensure Discussion:
  • Please review the Licensure Document as well as your state’s licensure board website. Upon reviewing, create a visual that outlines your current state requirements for licensure. If you wish to move to another state in the future and/or be dually licensed in another state, please include information about that state as well. If your state has a two-tier system, please make sure to outline both.  In the visual please outline the following:
    • What are the educational requirements for licensure?
    • What are the examination requirements?
    • Are there supervised practice requirements? If so, what are they?
    • How do you maintain your license once you receive it? Are there a specific number of CEU’s, specific types of CEU’s you need to complete per renewal? Etc.
    • If there are any other requirements outside of licensure exam that are needed (i.e. jurisdiction or ethics exams)
• This assignment is also aligned with the course goal: “Articulate professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling.”

Explanation

Program Objectives and Learning objectives should be aligned with the needs of the field in the workforce to ensure students are adequately prepared with the skills and knowledge expected of them. When students enroll in higher education, they typically do so to either begin a new career or upskill for their current position (The Online College Students Report 2023).

Directions to Review Partner

While you might be reviewing a course of a new subject matter, use your best judgment and the following prompts to ensure the Program objectives and learning objectives are aligned:

• Do the two learning objectives relate to one another?
• Is the learning objective building towards the program objective?
• If they don’t seem to be aligned, why not? 

Examples

• Example Learning Objective: Propose a plan for Interviewing a Substance Abuse professional is aligned with the Program Objective: Synthesize and evaluate current evidence-based and best clinical practices in the provision of substance use counseling using the codes of ethics as a foundation. 

Explanation

The instructional materials used within the course are aligned and support the achievement of the learning and program objectives. Instructional materials may include presentations, interactive content , textbooks, images, videos, lectures, websites, etc.

There is a clear and stated explanation of how the materials and activities are connected to the learning goals. If the course includes optional materials, they are still relevant to the course.

Directions to Review Partner

Using your best judgment, review the materials and see how they are connected to the assignments. You should find a written or video statement explaining how the resource is relevant to the learning activity. 

Examples

• You may find a purpose summary next to the resource such as: These chapters discuss what employee engagement is and how it may manifest in an organization.   
• In the assignment you may see a statement such as “For this discussion, you will need to source a job posting from a company’s job website. You can use O*Net and SIOP to assist your search” 
• In the weekly overview you may also see a text or video explanation of the connection between the learning activities and instructional materials

Explanation

All sources and course reference materials should be cited properly to ensure we are following copyright laws and providing people credit for their work. Sources and course reference materials may include: Library resources, journal articles, websites, YouTube videos, PDFs, etc.

Directions to Review Partner

Refresh your knowledge of the current APA formatting style by visiting the APA website to ensure all sources are correctly cited with the current APA style.

Examples

• Please visit the APA website to view examples

Explanation

Instructional materials are current and represent recent trends in research . Older works may be included to address historical trends, build foundational knowledge, or analyze research developments.

Directions to Review Partner

Research and materials in the course should be published within the past 5 years to be considered up-to-date.

Examples

• See the library guide on course design to learn more about using learning materials in a course.

Explanation

Learning materials that are curated from a variety of authors will ensure students are analyzing various perspectives and research in the field. Additionally, learners will better understand controversies or challenges of the research in their field. 

Directions to Review Partner

Ensure there is a variety of authors being implemented throughout the course. For example, if there is only one textbook the students are reading throughout the course, the course would not meet this standard. 

Examples

• See the library guide on course design to learn more about using a variety of learning materials.

Explanation

Students having access to a variety of learning materials increases engagement to the course content and often provides a new perspective or insight into the course content. A combination of readings, videos, multimedia, interactive elements, etc. will enhance the learners experience. 

Directions to Review Partner

Look for evidence of different types of learning materials. There should be a variety throughout the course, if the course is relying mostly on textual readings, the course does not meet this standard. 

Examples

A course meeting this standard may look contain weekly materials such as:

• E-book based weekly reading(s) and/or Journal articles
• Video discussing the topic 
• Interactive media challenging students to apply the topic

Explanation

Formative assessments are frequent and provide learners with low-stakes opportunities to assess their progress towards developing knowledge related to the program objectives. These assessments can include discussions, reflective journals, papers, interviews, etc. These assessments should continue to build in difficulty to ensure students are progressing towards the course goals. 

Assessments are relevant to the course meaning that the assessment is appropriate for and aligned with the learning objective. This means that if in the learning objective learners are being asked to “build an argument” and the assessment is asking learners to discuss a related journal article, the assignment would not be aligned with the learning objective and would need to be re-written. 

Additionally, the assessments should emulate real-world applications. As students want to prepare for a new career or upskill, these assignments are critical in preparing them for the work that will be required of them by future employers. The work in the course should build students confidence, knowledge, and skills to be successful in the workforce.

Directions to Review Partner

Identify if the assignments are aligned with the learning objective statement by analyzing the statement for the verb (i.e. create, build, demonstrate, etc.). If the action matches the assignment, the two are aligned. 

When identifying if the assignment is aligned to real-world applications, use your best judgment to identify relevance and appropriateness for the course

Examples

• In an introductory counseling program, learners are will interview a working professional
  • This assignment is aligned with the course goals and a real-world application of skills. Learning what it means to be a counselor and building a connection with working counselors will help learners better understand the work that will be expected and establish a connection that could help them find a job when they are ready. 
• In a practicum program on substance-abuse counseling, learners will be posting in a discussion board to share a case they are working on.
  • This is aligned and provides a real–world application of skills. While students are working in their site, they connect with and build a community of peers to discuss clients with and get feedback on how to best proceed.

Explanation

In a learning community, engaging in frequent, timely, and relevant feedback processes will strengthen the learners confidence, knowledge, and skills with the content. Feedback should come from multiple sources to provide new perspectives and space to reflect on the skills and knowledge gained. 

Assignments can have built in opportunities and should provide clear opportunities for providing and explain where that feedback will be provided. 

Directions to Review Partner

Review assignments to identify where and how feedback will be given and received by the learners. Each assignment should have some indicator of how students should receive feedback. 

Examples

• Peer review 
• Quizzes that provide automatic feedback 
• Self-reflection journals 
• Professor providing feedback on an initial draft 
• Instructor discussion responses

Explanation

Each learning activity provides learners with a clear and accurate description of what is expected from them as a final result. This criteria should be provided before students begin the activity. 

Directions to Review Partner

Ensure that the grading criteria is available, accessible, and aligned with the assignment’s expectations. 

Examples

• Review pages 9-10 of our Online Instruction Booklet to see how to include assignment criteria into the assignment.
• Rubrics 

Explanation

The course includes embedded assessments that include reflection opportunities. By providing learners with the opportunity to reflect on their learning experiences, instructors can help them become more effective and strategic learners.

Directions to Review Partner

Review Partners, look for activities that provide students the opportunity to enhance their learning by developing metacognitive skills, improve self-awareness, and personalize their learning experiences.

Examples

Reflections provide students the opportunity to grow as a learner and to expand their thinking. Assignments that promote reflection include activities where learners are:

• reviewing their learning
• analyzing their performance
• identifying areas for improvement
• becoming aware of one’s own thought processes
• understanding how to plan and monitor one’s learning
• being able to evaluate one’s performance
• reflecting on strengths and weaknesses
• identifying areas for improvement
• setting goals
• reflecting on their own learning preferences and identifying strategies that work best for them
• identifying what works and what doesn’t, which helps them to adapt their learning strategies to suit their individual needs and preferences

Explanation

Assessments are an integral part of the learning process, and they play a crucial role in measuring students’ progress and achievements. It’s essential for assessments to be aligned and aimed to measure learning objectives because it ensures accuracy and validity, promotes clear expectations, facilitates assessment design, and informs instructional decisions.

Directions to Review Partner

Review Partners, examine both the course and learning objectives in your review of assessments. The expectation is to review all assessments in the course. For example, reviewers should look at quiz and exam questions, discussion prompts, etc. ensue that the assessments measure the learning objectives.

Examples

Examples of alignment between a learning objective or competency and an assessment:

• An essay or discussion shows learners can “explain” or “describe something.
• A multiple-choice quiz verifies that learners can “define” or “identify” vocabulary.
• An assignment shows that learners can “write” or “compose” a composition.
• A video of a learner presentation in a foreign language shows that learners can “speak” or “translate” a foreign language.
• Participation in a game reveals learners can “analyze” and “evaluate” complex factors and “make good decisions” that allow progress through the game.

Examples of lack of alignment between a learning objective or competency and an assessment:

• The objective or competency is to “write a persuasive essay,” but the assessment is a multiple-choice test.
• The objective or competency is to “create a body of work that illustrates your photographic vision,” but the assessment is a 25-page thesis about contemporary photographers.

Reference The Quality Matters Higher Education Rubric Sixth Edition.

Explanation

A social justice perspective is essential for courses that seek to promote equity, diversity, and inclusion. When a social justice perspective is woven throughout a course, it helps students understand the systemic issues that contribute to inequality and oppression, and encourages them to think critically about how to address these issues. The course should include authentic application of three of the SRP Essentials: learn about and engage with a diversity of people of different social identities, learn about historical and contemporary equities, and build relationships to promote solidarity for social justice.

Directions to Review Partner

Review Partners, look for activities and experiences that:

• Promote Equity and Inclusion; a social justice perspective helps learners understand the experiences of marginalized groups and the impact of systemic oppression. It encourages them to reflect on their own privilege and biases and to consider how they can promote equity and inclusion in their personal and professional lives.

• Encourages Critical Thinking; by exploring social justice issues, learners are exposed to diverse perspectives and are challenged to think critically about the root causes of inequality and oppression. They develop the skills to analyze complex issues and evaluate evidence, arguments, and assumptions.

• Supports Civic Engagement; a social justice perspective encourages learners to become engaged citizens who work to promote positive change in their communities. It inspires them to advocate for policies and practices that support social justice and to challenge systems that perpetuate inequality and oppression.

• Prepares Students for the Future; in a globalized and interconnected world, it is essential that learners understand the impact of social justice issues on individuals and communities. A social justice perspective helps learners develop the knowledge, skills, and attitudes they need to navigate diverse perspectives and contribute to a more equitable and just society.

Examples

SRP 1: Learn about and engage with a diversity of people

• Recognize perspectives different from their own across race, age, ability, gender, ethnicity, sexual orientation, religion, military, experience, income, language, and other aspects of diversity.
• Develop collegial and social relationships with people whose social identities are different than their own across race, age, ability, gender, ethnicity, sexual orientation, religion, military, experience, income, language, and other aspects of diversity.

SRP2: Learn about historical and contemporary inequities

• Access print, digital and community resources that expose unfair treatment, recognizing personal positions of power and privilege and the historical foundation of these.
• Analyze systems and institutions to identify the etiology and emergence of injustice; engage in a life-long process of that analysis as their self-awareness and awareness of others which will change over time.

SRP3: Build relationships to promote solidarity for social justice

• Work with others like themselves for support and to address those areas of confusion about their own biases.
• Build alliances with others different from themselves to build coalitions, reflect on their own assumptions, and gain perspective on structures and systems that keep inequality in place.

Explanation

A social justice perspective is essential for courses that seek to promote equity, diversity, and inclusion. When a social justice perspective is woven throughout a course, it helps students understand the systemic issues that contribute to inequality and oppression, and encourages them to think critically about how to address these issues. The course should integrate at least one of the following SRP Essentials; Gain knowledge and skills to advance social justice, confront and resist interpersonal, institutional, structural, and social oppression, work to restore justice, and/or make reparations and reconciliation to those aggrieved.

Directions to Review Partner

Review Partners, look for activities and experiences that:

• Promote Equity and Inclusion; a social justice perspective helps learners understand the experiences of marginalized groups and the impact of systemic oppression. It encourages them to reflect on their own privilege and biases and to consider how they can promote equity and inclusion in their personal and professional lives.
• Encourages Critical Thinking; by exploring social justice issues, learners are exposed to diverse perspectives and are challenged to think critically about the root causes of inequality and oppression. They develop the skills to analyze complex issues and evaluate evidence, arguments, and assumptions.
• Supports Civic Engagement; a social justice perspective encourages learners to become engaged citizens who work to promote positive change in their communities. It inspires them to advocate for policies and practices that support social justice and to challenge systems that perpetuate inequality and oppression.
• Prepares Students for the Future; in a globalized and interconnected world, it is essential that learners understand the impact of social justice issues on individuals and communities. A social justice perspective helps learners develop the knowledge, skills, and attitudes they need to navigate diverse perspectives and contribute to a more equitable and just society.

Examples

SRP4: Gain knowledge and skills to advance social justice

• Strive to acknowledge social injustice and avoid blame as an endpoint of one’s efforts.
• Recognize with integrity one’s personal and collective power and control to effect change, neither over nor under-estimating the capacity to act decisively.

SRP5: Confront and resist interpersonal, institutional, structural, and social oppression

• Recognize one’s own positions of power and privilege, acknowledge the impact of these on their own biases and discriminatory practices, which are often supported by organizational policies and practices that maintain social inequity.
• Acknowledge and address the ways that one manages oppressive systems. Acts of resistance include organizing, action planning, lobbying, fundraising, educating, and transforming their reactive to anger into pro-active determination.

SRP6: Work to restore justice

• Influence and develop policies, structures, practice rules, power sharing, and change leadership that is aligned with social equity.
• Provide personally, meaningful information as social motivators, promoting an equity-focused approach to social change.
• Model behavior that moves us to justice and reinforcing the movement toward justice.
• Support interpersonal and institutional actions to overcome the legacy of injustice which include dialogue to promote understanding, community. investments, and development of public policy that addresses barriers to equity and inclusion.

SRP7: Make reparations and reconciliation to those aggrieved.

• Provide acknowledgement, responsiveness, and restoration to individuals and populations wronged through individual or collective action or inaction.
• Support a formal apology on the part of nations to the living descendants of these people.
• Support restorative practices which include civil settlements such as direct payments, increased educational opportunities, and government-funded community investments to overcome the legacy effects of these injustices.

Explanation

It is essential for Adler graduates to know Adlerian theory and research and its relation to complex issues that impact society and the world around them.

Directions to Review Partner

Review partners, look for resources, activities and experiences that promote critical thinking, raises awareness of inequities, fosters empathy, and encourages civic engagement.

Examples

• analyze and evaluate evidence, arguments, and assumptions that underlie different perspectives on these issues.
• analyze the distribution of power and how it affects human welfare and functioning.
• develop empathy for individuals and groups who experience disadvantage or discrimination.
• evaluate how social, cultural, historic, economic and political systems in which individuals are embedded affect well-being.

For a full explanation see ‘Knowledge’ section of Adler’s White Paper A Movement for Justice (p.27)

Explanation

Adler graduates are expected to possess the ability to integrate Adlerian theory and research from multiple perspectives. This is essential because it promotes critical thinking, fosters an understanding of social justice, prepares students for a diverse society, and encourages engagement with complex social issues.

Directions to Review Partner

Review partners, look for course activities and student experiences that include but are not limited to:

• Engaging in constructive, informed social action uses multiple techniques
• Network, cooperate and collaborate across communities and disciplines
• Work and communicate with people who hold different world views, life experiences, beliefs and values
• Develop holistic interventions based on an understanding of the context in which persons live
• Assess how the broader social context contributes to inequities in health and well-being across populations
• Use multi-modal approaches in addressing individual and community needs

For a full explanation see ‘Skills’ section of Adler’s White Paper A Movement for Justice (p.27)

Examples

The Role of a Data Science Assignment

This assignment will help you define the role of a data scientist and gain an understanding of the various skill sets relevant in the field and how they relate.

Using the two articles “Debating Data Science” and “Data Science as Political Action: Grounding Data Science in a Politics of Justice,” and incorporate additional research to analyze the role of data scientists in terms of social justice as it has emerged so far. In an approximately 1000-word paper, define the role of a data scientist and synthesize the readings and research to develop a recommendation of the top threes skills a data scientist needs to be effective. Include a plan for how these skills could be acquired and how they relate to concerns of social justice. One possible strategy in developing this paper would be to approach it as if you aspired to become a data scientist, addressing how you define the role, the skills you would need and the plan for acquiring those skills. Consider knowledge of at least one software tool such as R in the discussion. Support your work with the readings presented and at least 1 other peer-reviewed source.

Explanation

Encouraging a willingness to question the status quo and stand in solidarity with marginalized communities is essential for promoting social justice and equity. Learning objectives and related materials that encourage a willingness to question the status quo and stand in solidarity with marginalized communities can help students develop a critical understanding of power dynamics and the ways in which they impact individuals and groups in society. These objectives and materials can help students develop empathy, social responsibility, and the skills and attitudes necessary to challenge power imbalances and promote social justice.

Directions to Review Partner

Review Partners, look for learning objectives and related activities and materials that encourage learners to develop a critical understanding of power dynamics and the ways in which they impact individuals and groups in society.

Examples

Here are some examples of learning objectives and related materials that can promote a willingness to question the status quo and stand in solidarity with marginalized communities:

1. Learning Objectives: To develop an understanding of how power dynamics operate in society and the ways in which they can be challenged. To critically evaluate social norms and beliefs that contribute to the marginalization of individuals and communities.

Related Materials: Readings, videos, and other resources that expose students to the experiences of marginalized communities and individuals. These resources can include academic articles, news articles, memoirs, documentaries, and other sources that provide different perspectives on power dynamics and social justice issues.

2. Learning Objectives: To develop empathy and social responsibility for marginalized communities and individuals. To recognize the impact of discrimination and oppression on individuals and communities.

Related Materials: Case studies, group discussions, and other activities that encourage students to reflect on their own experiences and biases. These activities can help students develop empathy for marginalized communities and individuals and recognize the impact of discrimination and oppression on their lives.

3. Learning Objectives: To develop the skills and attitudes necessary to challenge power imbalances and promote social justice. To understand the importance of standing in solidarity with marginalized communities and individuals.

Related Materials: Role-playing exercises, community-based learning activities, and other projects that encourage students to take action in support of marginalized communities and individuals. These activities can help students develop the skills and attitudes necessary to challenge power imbalances and promote social justice, including advocacy, community organizing, and allyship.

Explanation

Learning objectives that focus on repairing and restoring community well-being through the engagement with and support of efforts to end all forms of oppression are critical for fostering a sense of social responsibility and empowering learners to become active agents of change in their communities. These objectives help students develop the knowledge, skills, and attitudes necessary to work towards creating a more just and equitable society.

Directions to Review Partner

Review Partners, look for activities or experiences that enable learners to become advocates for change, working towards building a more just and equitable society.

Examples

• Learning about the history of social movements and the struggle for civil rights can help students understand how oppression has manifested in society and how it can be challenged. Students can be encouraged to research and engage in activism around issues of social justice in their own communities.
• Learning about environmental justice and the disproportionate impact of pollution on marginalized communities can inspire students to take action to protect their communities from environmental harm.
• Analyzing data on disparities in areas such as education, healthcare, and employment can help students understand the impact of systemic oppression on marginalized communities and develop the skills to advocate for change.

Explanation

Learning objectives that encourage students to examine themselves and see themselves as active citizens of humanity are important for promoting personal growth, social responsibility, and a sense of connectedness to others.

Directions to Review Partner

Review Partners, look for learning objectives that enable learners to reflect on personal values and biases, explore global issues, engage in service learning, and analyze social systems and structures.

Examples

• Reflect on your personal values and biases, and how these shape your beliefs and actions.
• Explore ways to challenge your own assumptions and biases.
• Explore global issues, such as poverty, human rights violations, and climate change.
• Reflect on your role in addressing issues of poverty, human rights, violations and climate change and develop plans for taking action.
• Engage in hands-on projects that address community needs.
• Develop a sense of responsibility for the well-being of others and a deeper understanding of social issues.
• Analyze social systems and structures that perpetuate inequality and oppression, such as racism, sexism, and ableism.
• Reflect on your own privilege and how you can use it to advocate for those who are marginalized.

Explanation

Learning objectives that aim at students’ roles in examining relationships and interactions, informed by Adlerian principles of embeddedness, equality, social equity, power structures, and well-being, are crucial for fostering a sense of empathy, social responsibility, and well-being. These objectives help students develop the knowledge, skills, and attitudes necessary to promote healthy relationships, social equity, and well-being.

Directions to Review Partner

Review Partners, look for objectives that explore the social dynamics of healthy relationships, equity, and well-being.

Examples

Psychology: Learning about Adlerian principles of embeddedness, equality, social equity, and power structures can help students understand how social and environmental factors shape individuals’ behavior, thoughts, and feelings. Students can be encouraged to analyze the impact of these principles on their own lives and relationships and identify ways to promote well-being and social equity.

Sociology: Studying social structures and how they impact individuals and communities can help students examine relationships and interactions informed by Adlerian principles. Students can be asked to reflect on their role in promoting social equity, embeddedness, and equality within their own communities.

Health Education: Focusing on well-being and promoting healthy relationships can be integrated into health education. Students can be taught practical skills, such as communication and conflict resolution, to promote healthy relationships, and understand how social equity and power structures affect well-being.

Language Arts: Exploring literature that examines relationships and interactions informed by Adlerian principles can help students develop empathy and critical thinking skills. Students can be encouraged to analyze how these principles are represented in literature, identify power structures and inequalities, and develop strategies to promote well-being and social equity.

Explanation

Inclusion allows students to achieve their learning in a manner that makes the most sense for them. Students should be given choices on which materials they interact with as well as options on how to present their knowledge. When students are able to choose what and how they learn, they are more likely to be excited about completing the project and show off their knowledge. Additionally, it allows students to interact with a wider range of tools to produce the work.

Directions to Review Partner

Assignments should have some element of choice. Even if the assignment is focused on implementing a certain tool (i.e. SPSS, Quadratics, etc.), there may still be options to include choice. Including discussion board posts, learners may still be asked to provide a text response, but can select the prompt(s) or articles they respond to. 

Examples

In this example, you can see how students are provided different assignment options to demonstrate the required skills: 

[4.1] Statistician Intern Video/Presentation Assignment  

Teton Grand is interested in hiring a statistician intern for the summer to help them analyze data. Your role is to explain statistical concepts to the intern so that he/she has a good foundation for running these analyses moving forward. You must explain the purpose and use of significance testing, confidence intervals and standard error of measurement using examples for how each concept could be used in relation to Teton Grand’s data. You are not expected to run any analyses this week, but this exercise should highlight your ability to talk credibly about the value of each statistical concept. You must go beyond simply defining the concepts to talking about their relevance to Teton Grand. This submission should be in video format. It must be client-ready, professionally formatted, and easy to understand. The video length should be approximately 5-10 minutes. Your submission should adhere to the APA format and guidelines. -OR- This can be in a presentation or step-by-step handout. It must be client-ready, professionally formatted, and easy to understand. The presentation length should be approximately 10-15 slides. Your submission should adhere to the APA format and guidelines.

Explanation

At Adler University, one of our values is pluralism, “We respect and celebrate human diversity and difference.” Bringing this value into our courses helps create a community that will engage with, celebrate, and show up for themselves and one another. When our students can enter our spaces as their authentic selves, we can thrive together as a learning community as we are not only learning about the content matter, but about our lived experiences and their perspectives on various topics.

Directions to Review Partner

In each assignment, discussion, or resource we want to ensure that all language is inclusive of all people. We want to ensure that we use language that provides opportunities to center the voices of those who are often marginalized. Please review the Inclusive Language Guidelines from APA to learn more about writing with inclusive language. 

Examples

This is an example of an assignment prompt that can be re-written to allow for equity:

• “Compare and contrast your religion’s origin story to that of the ancient Egyptians.”
  • May exclude students who are atheist or don’t feel comfortable sharing their religious beliefs. A more inclusive version might look like “Select any religion and make a comparison between its origin story and that of the ancient Egyptians.”
• “Discuss the deterioration of the middle class in the 40 years in the United States.”
  • This doesn’t invite an accounting of differences between marginalized groups in America. A more inclusive version might ask students to analyze how shifts in the distributions of wealth have affected people with disabilities, or various genders, racial groups, sexual orientations and immigration statuses.

This standard is designed to offer instructors freedom to integrate other technologies into their courses while maintaining a base standard for accessibility.

• If you elect to link to/embed technologies in your course site (e.g., video hosting, conferencing, presentation-creation applications), please check to make sure the vendor adheres to accessibility standards so that all students will be able to utilize it in their coursework.

Students who use screen readers can find navigating tables challenging, so they’re best used only to organize data with a logical relationship in grids. If you’re using a table in your Canvas page or activity prompt, the two main considerations are the use of table headers and captions. Instructions about how to do this are below:

1 Build your table as you normally would in Canvas.

2 Click in the table and select Table Properties

3 Check the Show Caption box.

4 Click Save.

5 Click the the HTML editor button beneath the area in which you have been editing the text.

6 Find the table. (It will begin with <table>)

7 Change the column or row headers’ html tags from “td” to “th“. For examples and more information, visit the Web Accessibility Initiative’s site.

8 Specify the table’s caption, which should provide information that can help users find and understand tables. For examples and more information, visit the Web Accessibility Initiative’s site.

9 Click Save

Presentations are common additions to courses, but they’re often not as accessible as they could be. Below, you’ll find some common pitfalls to avoid and an accessibility guide on PowerPoints and Panopto videos.

• The most frequently used technology for presentations is PowerPoint. Visit this page for guidance about making PowerPoint presentations more accessible.
• Use subtitles in any presentation recording. At Adler, Panopto is the supported video recording technology. In Panopto, you can ask the application to auto-generate captions first, then edit them yourself for accuracy. Visit this site for Panopto’s instructions about generating and editing captions.
• Avoid tables.
• Add alt text to images if they’re not solely decorative.
• Links should not be pasted in raw format, but rather used with descriptive text that contextualizes the content of the linked site or provides the site’s name.
• Be mindful of fonts: avoid the over-use of all capital letters and make sure fonts are large and have a high contrast compared to their backgrounds. WebAIM has a tool for checking contrast that you may find useful.

HTML pages (generated by the Page tool in Canvas) are the most accessible way to present reading material to students who use screen readers. Structuring and formatting the text in an sensible and considerate way within a page improves accessibility for everyone.

• Headers should be used sequentially to differentiate major sections from subsections. For example, with nested headings and subheadings, Heading 1 formats should come before Heading 2, and so on.
• Text content should not be used in images unless a text version is also available as an alternative.

At Adler, Panopto is the supported video recording technology. Subtitles or a text-based script should be available for all audio/visual content.

• Use subtitles in any presentation recording. In Panopto, you can ask the application to auto-generate captions first, then edit them yourself for accuracy. Visit this site for Panopto’s instructions about generating and editing captions.
• All other video used in a course should have a caption function or be accompanied by a text-based script.

A student without the ability to differentiate between colors should have the ability to understand your content as well as any other student. High contrast designs and designs that don’t rely on the distinction between colors to be usable are suggested.

• Make sure fonts are large enough and have a high contrast compared to their backgrounds. WebAIM has a tool for checking contrast that you may find useful.
• Using color in your presentations and pages (keeping in mind a few basic design principles) makes your content more engaging! Just make sure students don’t need to differentiate between colors to understand your materials or complete their activities. (e.g., “Click on the red link to continue or the green link to go back.”)

Add alt text to images if they’re not solely decorative. The text alternative should be at least a short description conveying the essential information presented by the image.

• Images can have different functions and levels of complexity in your course. For information on how to make informative, decorative, functional, text-heavy images, groups of images and image maps more accessible, visit the Web Accessibility Images Tutorial page.

• All links within the course are up to date, hyperlinked, and do not require students to create an external account.
• Hyperlink text is not the full URL – rather, it’s descriptive text and makes sense when out of context.