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Resources from ASCCC Plenary, November 2021.
To support faculty as they implement a culturally responsive and anti-racist pedagogy, the Academic Senate for California Community Colleges Open Educational Resources Initiative (ASCCC OERI), in response to Resolution 09.05 adopted in Spring 2021 (Developing an Anti-Racism, Diversity, Equity, and Inclusion Curriculum Audit Process), has been tasked with the development of:
- a process and review framework to evaluate existing open educational resources to ensure that ASCCC OERI-supported open educational resources are inclusive, diverse, equitable, and anti-racist (IDEA).
- a curriculum audit process and review framework to assess instructional materials for equity, inclusiveness, diversity, and anti- racism and make the process and framework available for local consideration, modification, and implementation.
In the interest of addressing this resolution in a timely manner, the ASCCC OERI formed a workgroup in the summer of 2021 to develop a draft process that could inform new OER projects and, potentially, be piloted in the near future.
During its first meeting, the workgroup acknowledged that the proposed audit would likely be one of many IDEA-related resources the ASCCC might pursue. Companion resources would likely include an IDEA framework for discipline texts, syllabi, student projects and assignments, and teaching practices. Additionally, the workgroup concluded that the framework must be dynamic and, as such, recommended that an iterative process for review and improvement also be developed.
The audit process or framework outlined here is intended to be applicable to all disciplines and accessible to all faculty. While the ultimate goal is to facilitate an in-depth and comprehensive analysis of resources, elements that are more superficial in nature have been included to provide explicit approaches to improving resources. The ASCCC OERI hopes that this tool will encourage faculty to not only address issues of inequity in academia but also promote a transformative reconsideration of how we know what we know and how education has been shaped by those who have been historically recognized as the experts.
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This page last updated 11-29-21.