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A curriculum for faculty implementation of culturally relevant instruction in a community college classroom

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A curriculum for faculty implementation of culturally relevant instruction in a community college classroom

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A Curriculum for Faculty Implementation of Culturally Relevant Instructional
Practices in a Community College Classroom
by
Jorge Saucedo-Daniel

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2023

© Copyright by Jorge Saucedo-Daniel 2023
All Rights Reserved

The Committee for Jorge Saucedo-Daniel certifies the approval of this Dissertation

Emma Diaz
Kimberly Hirabayashi
Kenneth Yates, Committee Chair

Rossier School of Education
University of Southern California

2023
iv
Abstract
The Southern California community college in this curriculum study, referred to by the
pseudonym SCCC, acknowledged the need to improve diversity, equity, and inclusion by
implementing culturally relevant instruction. The COVID-19 pandemic exasperated a sharp
decrease in student enrollment. It also highlighted the need to train faculty to build community, a
sense of belonging, and culturally relevant instruction. This curriculum aims to impart evidence-
based knowledge, skills, and attitudes to prepare community college faculty to design and teach
with culturally relevant pedagogy. Social justice theory informed the curriculum design for
implementing culturally relevant instruction. This curriculum consists of two units of instruction,
including a capstone project that prepares faculty to design, develop, and implement their lesson
plans using various culturally relevant instructional practices. Topics covered in this curriculum
include culturally relevant classroom management, value-affirmation interventions, culturally
responsive teaching, and building community and a sense of belonging. A summative assessment
incorporates a final project and worked example in which the participants prepare lesson plans
for their course. The curriculum is designed to be implemented in a blended learning format
combining asynchronous modality, Canvas Instructure as the learning management system, and
face-to-face instruction during professional development week or Flex Week.
Keywords: faculty development, culturally relevant teaching, culturally relevant
pedagogy, value-affirmation interventions, building community and sense of belonging.

v
Dedication
To my beautiful and patient wife, Kathryn Saucedo, I could not have achieved this without your
love and support. Thank you for always being there for me. I love you and our son JD with all of
my heart. Familia, you mean everything to me; thank you for teaching me the values of
community and love.

To the former, present, and future students, I have been privileged to teach and learn from. I
hope to meet your needs and assist you in accomplishing your goals and dreams.

vi
Acknowledgments
I would like to thank my committee members for all of their guidance and support in
designing this curriculum. Thank you for your time, commitment, and sharing of your expertise
in order to make this curriculum as strong as possible.
This work could not have been completed without my family and friends’ love, support,
and encouragement. Thank you to my familia and friends for your never-ending support and
understanding regarding all the socializing I have missed over the past 3 years. I am eternally
grateful to my wife, Kathryn Grace, for always believing in me and encouraging me to continue
my educational and professional career.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
Chapter One: Overview of the Project and Needs Assessment .......................................................1
Problem of Practice ..............................................................................................................2
Evidence for the Problem of Practice ..................................................................................7
Importance of Solving the Problem .....................................................................................7
Instructional Needs Assessment ..........................................................................................8
Determination of the Learning Need ...................................................................................8
Overview of the Curriculum Design ..................................................................................11
Definition of Terms............................................................................................................16
Organization of the Design Blueprint ................................................................................18
About the Author ...............................................................................................................19
Theory Informing Author’s Positionality ..........................................................................19
Chapter Two: Review of the Literature .........................................................................................21
Prior Attempts ....................................................................................................................21
Content of the Curriculum .................................................................................................22
Summary of the Curriculum ..............................................................................................28
Chapter Three: The Learning Environment and The Learners ......................................................32
Description of the Learning Environment .........................................................................32
Learner Characteristics ......................................................................................................35
Chapter Four: The Curriculum.......................................................................................................40
Cognitive Task Analysis ....................................................................................................40
Course Learning Goals ......................................................................................................42
viii
Course Learning Outcomes................................................................................................43
Overview of the Units ........................................................................................................45
List of Units and Terminal Objectives ...............................................................................46
Visual Overview of the Units ............................................................................................50
Scope and Sequence Table.................................................................................................51
Delivery Media Selection ..................................................................................................52
General Instructional Methods Approach ..........................................................................56
Chapter Five: Implementation and Evaluation Plan ......................................................................59
Implementation Plan ..........................................................................................................59
Evaluation Plan ..................................................................................................................60
References ......................................................................................................................................77
Appendix A: Course Overview ......................................................................................................85
Appendix B: Lesson Overviews ....................................................................................................90
Appendix C: Lesson Plans .............................................................................................................98
Appendix D: Evaluation Administered Immediately Following .................................................153
Appendix E: Evaluation Administered Delayed for a Period ......................................................155

ix
List of Tables
Table 1: Ethnicity/Race of Tenured//Tenure Track Faculty in California 3
Table 2: Ethnicity/Race of Students Attending California Community Colleges 3
Table 3: Summary of Organizational Mission and Goal, Outcomes, Curriculum Purpose,
Learning Goals, Objectives, and Assessment 14
Table 4: Major Steps and Knowledge Types 29
Table 5: Scope and Sequence Table for a Curriculum for Faculty to Implement Culturally
Relevant Pedagogy in the Community College Classroom 51
Table 6: Key Considerations for Media Selection 54
Table 7: Media Choices for a Curriculum for Faculty to Implement Culturally Relevant
Pedagogy in the Community College Classroom 56
Table 8: Indicators, Metrics, and Methods for External and Internal Outcomes 61
Table 9: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 63
Table 10: Required Drivers to Support Critical Behaviors 64
Table 11: Evaluation of the Components of Learning for the Program 70
Table 12: Components to Measure Reactions to the Program 72
Table 13: Raw Data for the Number of Faculty Who Completed Flex Week CRP in Correlation
to Increase of Student Enrollment and Completion 76
Table A1: Instructional Activities for the Course Overview 86
Table C1: Unit 1b Instructional Activities 101
Table C2: Unit 2b Instructional Activities 132

x
List of Figure
Figure 1: Visual Overview of the Units 50
Figure 2: CRP Success Dashboard for Level 4 Outcomes 75
Figure 3: Percentage Increase of Student Completions by Fiscal Year for Level 4 Outcomes 75
Figure A1: Visual Overview of the Units 89

1

Chapter One: Overview of the Project and Needs Assessment
There are many reasons a student does not complete coursework or earn a degree in
college. It might be because of a lack of motivation or unforeseen circumstances such as caring
for a family member. Another reason might be that students feel disconnected from their
educational institutions. They might feel disconnected from their classmates or simply not see
the relevance of the curriculum. Others were told they would never succeed in higher education.
Imagine you are a student from a minoritized population attending a community college
in a low-income and culturally diverse part of Southern California. You go to long, boring
lectures that are irrelevant to you. An instructor writes on the whiteboard about a subject you
have never heard about, much less can relate to. You get another D grade for the paper you spent
all night writing. The assignment does not make sense or is not relevant to anything you have
experienced. In your head, the instructor tells you that you will never be good enough to succeed
in this class. You ask yourself, “Maybe this college thing is not for me; should I drop out?”
This situation might be typical for minoritized students who start higher education at a
local urban community college. Their experience has been short and limited, and they have not
built the relationships, network, sense of belonging, or community to succeed in higher
education. They are in an unfamiliar environment; perhaps they have never been told they are
smart enough to complete a higher education degree or certificate, feel welcomed, belong, or fit
in their institution.
Additionally, they may be academically underprepared and not know how to write an
outline for the abstract prompt their instructor assigned. They may also not know whom to
contact, how to phrase questions, or how to ask for help. The curriculum is dry, irrelevant to their
experience, culture, or current life situation, and does not connect with learners.
2

Many minoritized students become demoralized and fatigued from the lack of
engagement. Many become another statistic and drop out of college almost as soon as they start
higher education. Unfortunately, these students become another number in a study on
minoritized students of low socioeconomic status (SES) and their unsuccessful attempts at higher
education. This story reflects why community college instructors should engage students with
culturally relevant instruction.
Problem of Practice
According to a recent study, most students who start community college fail to obtain a
degree or transfer (Chen, 2018). This course offers professional development for community
college instructors to increase student achievement by implementing culturally relevant
pedagogy. According to Aronson and Laughter (2016), culturally relevant education raises
student achievement, participation, and course completion in minority and urban community
colleges.
Currently, there is a disparity between White faculty and minoritized student populations
in the 116 California community colleges. The case for the curriculum design is a result of the
ethnic and cultural differences between faculty and students. As indicated in Table 1, White
tenured full-time faculty represent 56.6% of the California community college system, while
other ethnicities represent 35.2%. According to the California Community College Chancellor’s
Office (CCCCO, 2019) student scorecard, shown in Table 2, minoritized community college
students represent 62%, while White students represent 25.9%.

3

Table 1
Ethnicity/Race of Tenured//Tenure Track Faculty in California
Ethnicity/race Employee count Percentage
African American 1,081 6.12%
Asian 1,852 10.49%
Hispanic 3,274 18.55%
Multi-ethnicity 289 1.64%
Pacific Islander 80 0.45%
Unknown 971 5.50%
White non-Hispanic 9,992 56.60%

Table 2
Ethnicity/Race of Students Attending California Community Colleges
Ethnicity/Race Percentage
African American 5.9%
American Indian/Alaska Native 0.4%
Asian 11.6%
Filipino 2.7%
Hispanic 44.5%
Pacific Islander 0.4%
White 25.9%
Two or more races 3.8%
Unknown 4.8%

4

The problem of practice for this curriculum is a lack of student achievement and
engagement in the California community college system, resulting in students not completing
certificates or degrees or not transferring (Chen, 2018). According to the California Community
Colleges Chancellor’s Office (CCCCO, 2022b), one of the goals is to reduce equity gaps across
all measures, such as narrowing equity gaps, decreasing time to degree and providing students
with a system that works better for them,” by 40% within 5 years and to close those gaps within
10 years. Additionally, the Vision for Success (CCCCO, 2022b) document articulates
commitments that include focusing relentlessly on students’ end goals, constantly designing and
deciding with the student in mind, and pairing high expectations with high support. The Vision
for Success outcomes (CCCCO, 2022b), Table 1, and Table 2 highlight the need and why
teaching culturally relevant pedagogy (CRP) curricula to faculty is essential.
Students do not learn in a vacuum or isolation. Instead, students learn from their
environment and need to hold on to something relevant to them (Bandura, 1993). Using CRP
practices gives students a better chance of performing and achieving their higher education goals
(Levesque, 2018). This course teaches college-level instructors how cultural relevance can create
a sense of belonging and community in the classroom.
Southern California Community College (SCCC, a pseudonym) provides credit and
noncredit courses. It serves over 17,000 predominantly minority and low-income students
annually in San Bernardino County, the largest county in the United States. The college is part of
the California community college system, the most extensive higher education system in the
United States, serving almost 2 million students annually and comprising 116 colleges. It
provides certificates, associate degrees, and other educational programs for the community
(CCCCO, 2022a). The mission of SCCC is to ensure “students from all backgrounds succeed in
5

reaching their goals and improving their families and communities and eliminating achievement
gaps once and for all” (CCCCO, 2022b). The college’s vision and goals are to provide
educational opportunities to all who seek them and to break down systemic inequities that block
too many students from attaining the career and life they want. It is committed to giving students
the tools and opportunities to succeed and providing a diverse community with courses,
certificates, and degrees that are accessible, applicable, and engaging.
The student demographic for SCCC indicate that 89.46% of students are non-White and
10.54% are White Non-Hispanic. Also, 50.39% of SCCC faculty are White non-Hispanic. As
such, while most of the student body is from a minoritized population, half of the faculty are
White Non-Hispanic. Thus, faculty need training on understanding minoritized learners and
building a sense of community and belonging with CRP.
A challenge the community college system currently faces is a lack of professional
development that provides training for faculty on how to apply culturally relevant pedagogical
practices. Implementing CRP is a concrete way to build the student-faculty connection, which
research indicates is vital for students to feel attached to the institution (Douglas & Nganga,
2015). After all, a student’s attention is divided by multiple activities, such as work and caring
for their families (Ennis & McCauley, 2002). This problem impacts students’ achievement
because they might start a class or program but not finish because they do not feel they have the
support system or community they need to succeed or cannot relate to the curriculum (Douglas
& Nganga, 2015). Building community helps every student to feel valued and like their
experiences matter. Studies show that student achievement increases when instructors teach a
culturally relevant curriculum and build community in the classroom (Douglas & Nganga, 2015).
Practices and interventions to increase student achievement are discussed next.
6

Using the cultural knowledge, prior experiences, frames of reference, and performance
styles of ethnically diverse students makes learning encounters more relevant and effective for
learners. Culturally responsive teachers empower socially and academically by setting high
student expectations and committing to every student’s success (Gay, 2013). Culturally relevant
pedagogy validates every learner’s culture, bridging gaps between school and home through
diversified instructional strategies and multicultural curricula (Ladson-Billings, 1995).
According to research, culturally relevant instruction may increase student achievement
(Aronson & Laughter, 2016).
Although community colleges are increasingly diverse, student outcomes across
demographics are inequitable. Thus, to achieve colleges’ diversity and equity goals, instructors
must broaden classroom participation through inclusive teaching (Goering et al., 2022).
Classroom practices that foster diversity, equity, and inclusion (DEI) are building a sense of
belonging, supporting classroom conversations on diversity, incorporating diverse perspectives
into curricula, and broadening the participation and success of all students (Goering et al., 2022).
Southern California Community College (SCCC) is a public higher education institution
accredited by the Accrediting Commission of Community and Junior Colleges, the arm of the
Western Association of Schools and Colleges (WASC) and part of a larger community college
district called California State Community College District (CSCCD). The CSCCD consists of
two colleges, SCCC and NCCC. Compared to its sister campuses, SCCC is a medium-sized
college institution, enrolling almost 15,000 students and, in 2021, had over 1,300 full-time and
part-time instructors and staff (CCCCO, 2023). The primary work settings at both colleges
include credit and noncredit lecture halls, computer labs, and classrooms. Course offerings
include in-person, hybrid, and online course modalities. The various stakeholders contributing to
7

the organizational goal are adjunct faculty, full-time faculty, administrators, counselors, and
classified staff. Both organizations are located in urban and multicultural regions of Southern
California.
Evidence for the Problem of Practice
The community college system is the entry point into higher education for many
minoritized and low-income learners in California (Dowd, 2007). However, according to a report
by Columbia University, nearly 60% of students who start at a community college do not earn
any postsecondary degree or credential in 6 years, with even lower success rates for Black and
LatinX students. Additionally, 70% of California’s community college students fail to graduate
or transfer (Chen, 2018). There is a lack of professional development opportunities on CRP in
California’s community colleges. This issue was exasperated by classes going fully online or
remote during the COVID-19 pandemic. The pandemic is one of the reasons for a double-digit
decline in student enrollment at the college and district (CCCCO, 2022).
Importance of Solving the Problem
For SCCC, addressing this problem will allow it to fulfill its mission to serve “students
from all backgrounds to succeed in reaching their goals and improving their families and
communities” (CCCCO, 2022b, para. 1). A second goal is to reimagine postsecondary and
higher education with expanded access and opportunity for marginalized and underserved
populations. The community college system is the gateway to higher education and a path to
higher wages for many low-income and minoritized students in Southern California (Dowd,
2007).
Another benefit of implementing this curriculum is that faculty learn evidence- and
research-based knowledge, skills, and interventions to increase student achievement by
8

implementing CRP and DEI-minded course content. This curriculum aims to create a space for
professional development that will provide the best practices and interventions to increase
student achievement in an in-person and blended learning modality. The risks being avoided are
students falling through the cracks and not completing college certificates, certifications, or
degrees (Brookings, 2018). By interviewing highly qualified subject matter experts (SMEs) and
employing cognitive task analysis (CTA) for the units, this curriculum will be of the best quality
and correct misconceptions of instruction with CRP.
Instructional Needs Assessment
According to Smith and Ragan (2005), the purpose of the needs assessment is to identify
whether new instruction is needed to help learners reach the learning goals required to achieve
organizational goals. The authors clarified that there is no point in designing new instruction if
learners already achieve learning goals or create content for which there is no goal or purpose.
This section addresses vital considerations in needs assessment for learning and their
implications in curriculum design. Smith and Ragan (2005) also recommended constructing
assessment and summative evaluation plans simultaneously with the needs assessment. Lastly,
this section summarizes this curriculum design’s organizational mission and goal, the curriculum
purpose, learning goals, objectives and assessment, and evaluation.
Determination of the Learning Need
Clark and Estes (2008) stated that performance improvement starts with clearly
articulating the goals and carefully analyzing the causes of underlying performance gaps.
Learners who attend community college are typically minorities and enroll in college courses
part-time and work full-time to care for their families, so the curriculum needs to be relevant to
the experiences of this population. There is a need for more culturally relevant practices and
9

course content in community colleges (Chen, 2018). Karp (2011) noted that students need to
perceive a connection between their coursework and their lives to stay sufficiently motivated.
Students who do not see the value in their coursework behave in counterproductive ways, for
example, by failing to complete assignments, dropping required courses, or dropping out of
college altogether (Brookings, 2018).
The goal was established by interviewing and meeting with part-time and full-time
faculty, administrators, counselors, and classified staff. The goal is for faculty to take this
professional development class on developing and implementing a culturally relevant curriculum
to increase student achievement during Flex Week (Yeager & Walton, 2011). The primary
measure to track progress toward the goal is to raise the graduation rate and the number of
degrees and certificates completed. This training will be implemented during the Fall and Spring
professional development week, the week before the semester begins.
According to Smith and Ragan (2005), the discrepancy model presumes learning goals
have already been identified and instruction is currently offered, but institutional goals still need
to be met. Smith and Ragan recommended considering multiple sources for the needs
assessment. The first part of Chapter One described the problem facing SCCC that was
exacerbated by the COVID-19 pandemic and interfered with its ability to accomplish its mission
and goals. This curriculum addresses the institution’s goals by addressing the need for faculty to
learn how to create a more culturally relevant curriculum for the community college classroom.
The learners are adjunct and full-time credit and noncredit community college instructors in San
Bernardino County. The department chair, distance education coordinator, CTE coordinator, and
administrators have decided on this particular learning need. The risk of not completing this
instruction is that students might feel like outsiders at the institution and find it difficult to see
10

how a specific course and curriculum help them come closer to earning a credential or degree
(Brooking, 2011). A description of external and internal factors follows this section.
External Factors
External factors may include client or industry response, according to Kirkpatrick and
Kirkpatrick (2016). The college is accredited by the WASC, which sets standards for evaluating
a college or institution and ensures that institutions incorporate best practices to ensure
competency. Accreditation is critical for SCCC, and WASC periodically reviews SCCC’s
compliance with standards. The expectation is that SCCC will increase student graduation rates
and the number of certificates and degrees awarded.
Internal Factors
Kirkpatrick and Kirkpatrick (2016) stated that internal factors could include department
and organizational outcomes. At SCCC, the long-term strategic plan emphasizes student
achievement and equity in the community college system. The plan further calls on faculty, staff,
and administration to reimagine the college with expanded access and opportunity for
marginalized and underserved learners. Specifically, the long-term goal for SCCC is to
incorporate instructional strategies and interventions that address completion issues and DEI.
Motivation Factors
Higher education faculty, students, and administrators have reported that classroom
faculty’s lack of knowledge, skills, and attitudes damages engagement, motivation, and
achievement (Espinet et al., 2020). Researchers fault the faculty’s lack of knowledge of theories
and concepts related to effective instructional design and delivery (Brown et al., 2020). Espinet
et al. (2020) and Brown et al. (2020) found that faculty require instruction designed to assist
them in developing skills and knowledge needed to meet current learning environment demands.
11

Overview of the Curriculum Design
The following sections describe the organization’s mission and goals. Internal and
external factors are addressed in this section, along with the purpose of this curriculum. This
section concludes with learning goals, objectives, assessment, evaluation, and Table 1.
Organizational Mission and Goal
Table 1 describes the organizational mission and pursuit of SCCC. The mission of SCCC
is to provide opportunities to all who seek them and be a powerful force for breaking down
systemic inequities that block many students from attaining the careers and lives they want.
Another goal is to give students the tools and opportunities to succeed. As a result, the mission is
to narrow equity gaps, decrease time to a degree, and provide students with a system that works
better for them to foster their success and help them achieve these core outcomes: learn, act,
communicate, and think critically; maintain standards of excellence; and provide accessible,
applicable, and engaging courses, certificates, and degrees to the diverse community.
Outcomes
According to Kirkpatrick and Kirkpatrick (2016), learning indicators are short-term
observations and measurements that suggest critical behaviors are on track to create positive
results. Learning indicators also establish a connection between the performance of critical
behaviors and the organization’s highest-level results (Kirkpatrick & Kirkpatrick, 2016). There
are two types of indicators: external and internal. The external and internal outcomes for SCCC
are listed in Table 1.
Purpose of the Curriculum
The needs assessment determined that additional learning is needed for SCCC to
accomplish its mission and goal of providing quality programs and services. By addressing these
12

gaps, the purpose is to develop a curriculum for higher education faculty that would impart
evidence-based knowledge, skills, and interventions to teach faculty how to apply CRP to
increase student achievement. If the curriculum is implemented, the problem of practice
identified by SCCC will be addressed and the internal and external outcomes will be achieved.
Learning Goals
Smith and Ragan (2005) described learning goals as statements of purpose that indicate
what learners should be able to do after completing the training. The author initially identified
the learning goals utilizing a bootstrapping process (Clark et al., 2008) that included a review of
the literature and task analysis conducted with experts. The chapter provides a review of the
literature. As summarized in Table 1, the task analysis produced a list of learning goals, which
informed the objectives and content needed to be included in the instruction (Smith & Ragan,
2005).
Kirkpatrick and Kirkpatrick (2016) described Level 3 behaviors as critical behaviors that
can be observed to determine the degree to which learners demonstrate what they have learned
after training. Learning goals for this curriculum were equated to the critical behaviors as
Kirkpatrick and Kirkpatrick defined. Kirkpatrick and Kirkpatrick identified Level 3 behaviors as
one of the essential parts of training because their achievement indicates that the Level 4 results
have also been realized.
Objectives and Assessment
Smith and Ragan (2005) defined objectives as subparts of the learning goals that serve as
the basis for instruction units. Learning objectives are statements describing what learners are
expected to know by the end of the curriculum (Smith & Ragan, 2005). Further analysis of the
learning goals identified terminal and enabling learning objectives with Level 2 learning
13

evaluation. Kirkpatrick and Kirkpatrick (2016) associated learning objectives with Level 2
learning evaluation. Kirkpatrick and Kirkpatrick recommended formative and summative
methods for evaluating Level 2 learning. These evaluations or assessments indicate that learning
has occurred (Smith & Ragan, 2005). The summative assessment includes a final project and a
worked example (Clark et al., 2008) through which learners demonstrate they met the
curriculum’s learning goals and objectives.
Evaluation
The new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) is the framework
for evaluating this curriculum. The model is well-suited to assessing the implementation of this
curriculum, as it was designed to improve a program, maximize the transfer of learning, and
demonstrate the value of training to an organization (Kirkpatrick & Kirkpatrick, 2016). Table 3
summarizes the curriculum design process and components previously described.
Implementation and evaluation are described in Chapter Five.

14

Table 3
Summary of Organizational Mission and Goal, Outcomes, Curriculum Purpose, Learning Goals,
Objectives, and Assessment
Organizational mission
Southern California Community College’s (SCCC) mission is to be an innovative learning
community dedicated to intellectual and personal growth. SCCC’s mission is to foster
student success and to help students achieve these core outcomes: to learn, act, communicate,
and think critically. SCCC is committed to maintaining standards of excellence and
providing a diverse community with courses, certificates, and degrees that are accessible,
applicable, and engaging.
Organizational goal
The organizational goal of SCCC is to
Develop an innovative learning community dedicated to intellectual and personal growth.
Foster student success and help students achieve these core outcomes.
Learn, act, communicate, and think critically.
Maintain standards of excellence and provide the following to our diverse community: courses,
certificates, and degrees that are accessible, applicable, and engaging.
External outcomes (Level 4 Results)

Indicate to the community that this is a great
place to learn.
Let the community know that this institution
provides quality, culturally relevant courses.
Students will complete courses, certificates,
and degrees that might lead to jobs.
Internal outcomes (Level 4 Results)

Increase enrollment.
Increase completion rates.
Increase student engagement.
Increase student participation.
Increase community engagement.

Increase a sense of belonging.
Increase the graduation rate.
Increase the number of degrees and
certificates awarded
Curriculum purpose
The purpose is to develop a curriculum for college faculty on how to teach with culturally
relevant curriculum in their community college classroom.
Learning environment
The curriculum will be delivered in a blended learning modality to provide flexibility between
asynchronous and synchronous learning
Learning goals (Level 3 behaviors)
Full-time and adjunct faculty will be able to use the list below to implement culturally relevant
pedagogical practices in their curriculum.
Defining positionality and CRP in education.
15

Principles of culturally relevant pedagogical and applying CRP practices in the classroom.
Learning objectives and assessment (Level 1 reaction and Level 2 learning)
Given the responsibility for designing and teaching a college course with CRP, faculty will be
able to
Given the need to define positionality and CRP in education,
Define positionality and epistemology.
Know what cultural relevance is in education.
Define and review pedagogy.
Know what CRP is.
Given the need to know the principles of culturally relevant pedagogical and applying CRP
practices in the classroom to increase student achievement and engagement, faculty will be
able to
Know the principles of CRP.
Consider how students best learn.
Build community and a sense of belonging in the classroom.
Create a caring classroom with culturally relevant classroom management.
Apply CRP to lesson planning.

Motivational learning objectives
Given the responsibility for designing and teaching a course, faculty will be able to
Define what a sense of community and belonging is.
Use the checklist to create a culturally relevant curriculum.
Implement social-psychological interventions in the classroom.
Create a plan to develop and create course content with culturally relevant pedagogical
practices.

The Learning System/Environment
Knowles (1950) and Cofer (2000) provided working definitions of formal and informal
instruction. According to this paradigm, this curriculum is formal because the instructors set the
learning goals and objectives versus the informal setting in which learners generate their
objectives. There are no assessments, grades given, or a diploma. This curriculum will also be
intentional, and the class objectives will be strategically designed and implemented. After
learners complete each of the three modules, learners will receive a certificate of completion that
will be transcribed and added to their professional development record.
16

Blended instruction combines synchronous and asynchronous instruction (Boelens et al.,
2015). Learners can access an online component of this curriculum before professional
development week. The remainder of this curriculum will be delivered in three separate in-
person modules during professional development week at the institution. Learners will complete
exercises during face-to-face instruction.
Potential Issues With Power, Equity, and Inclusion
I am reminded of Rossier’s mission to address the systematic and pervasive
disenfranchisement of historically marginalized groups. This includes learners of disenfranchised
non-normative gender, non-normative race and ethnicity, low SES, and students with different
needs. This course will consist of two professional development workshops on infusing CRP into
course content.
As course designers, instructors are responsible for making courses just and equitable for
all learners but especially students from historically marginalized communities. The curriculum
provides concepts and guides instructors on increasing student achievement with CRP and
creating course content with DEI in mind. Instructors who register for this professional
development course will access the organization’s resources by logging into their WebAdvisor
and Canvas learning management system.
Definition of Terms
Automaticity refers to the unconscious fluidity of task performance following sustained
and repeated execution resulting in an automated mode of functioning (Anderson, 1996;
Ericsson, 2004).
BIPOC refers to Black, Indigenous, and People of Color in terms of racial discrimination
(Cabrera Martinez, 2022).
17

Cognitive learning theories explain underlying mechanisms that allow knowledge
changes attributable to experience (Mayer, 2011).
Cognitive task analysis (CTA) involves a researcher using a variety of interview and
observation strategies to capture a description of the knowledge that experts use to perform
complex tasks (Clark et al., 2008).
Community in an educational setting refers to a learning environment in which the
teachers provide multiple opportunities for teacher-student/student-student engagement, teacher-
student/student-student positive interactions, development of shared curriculum (i.e., creating
classroom policies in a class), and student ownership (i.e., roles in collaborative class projects)
(Ennis & McCauley, 2002).
Critical race theory is an approach through which researchers seek to analyze and
challenge mainstream race-based narratives in law, history, and popular culture that uphold the
status quo (Bell, 2007; Delgado & Stefancic, 2017).
Cultural competence is the ability to functionally relate to people from multiple cultures
and backgrounds (Appleby et al., 2001).
Culturally relevant education (CRE) is representative of culturally relevant teaching and
pedagogy (Aronson & Laughter, 2016). Cultural relevance has its roots in social justice theory
and can be applied to educational settings to bring social justice to the classroom (Williams,
2018).
Culturally responsive pedagogy is a student-centered approach to teaching in which the
students’ unique cultural strengths are identified and nurtured to promote student achievement
and a sense of well-being about the student’s cultural place in the world. Culturally responsive
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pedagogy is divided into three functional dimensions: the institutional dimension, the personal
dimension, and the instructional dimension.
Declarative knowledge is the knowledge about why or what something is. It refers to
information accessible in long-term memory and consciously observable in working memory
(Anderson, 1996; Clark & Eden, 2006).
Inequality is the perceived difference in resources and materials possessed by or afforded
to people (Beglieri & Shapiro, 2017, p. 26).
Inequity, when used in education, refers to the systemically unfair distribution of
resources and materials (Beglieri & Shapiro, 2017, p. 26).
Procedural knowledge is knowledge about how and when something occurs. It is
acquired through instruction or generated through repeated practice (Anderson, 1996; Clark &
Eden, 2006).
Social-psychological interventions are exercises, typically brief, that focus on students’
feelings and beliefs rather than teaching academic skills.
Subject matter expert (SME) is an individual with extensive experience in a domain who
can perform tasks rapidly and successfully and demonstrates consistent superior performance or
ability to solve complex problems (Clark et al., 2008).
Organization of the Design Blueprint
The curriculum design dissertation is divided into five chapters. In Chapter One, the
problem of practice is presented along with institutional needs assessments, terms, curriculum
goals, and the learning environment. Chapter Two reviews the relevant literature, focusing on the
theories and concepts that informed the curriculum design. Chapter Three presents the analysis
of the learner and describes the learning context. Chapter Four consists of the overall curriculum
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goals and outcomes, including the learning objectives, unit overview, practice and feedback, and
assessments. Chapter Five describes the approach to implementation and curriculum evaluation.
About the Author
As a community college coordinator, adjunct faculty, and curriculum designer, I design,
deliver, and provide instruction in face-to-face, hybrid, blended, and fully online modalities.
Creating and developing education involves inherent power and privilege. I also have to mention
that I am a first-generation undergraduate and graduate student, so I know first-hand the
difficulty of maneuvering through the higher education system and the roadblocks the
educational bureaucracy may create.
I was the first in my family to earn a bachelor’s and master’s degree. Born and raised in
East Los Angeles, California, I have seen the inequities created by social and educational
structures. Preparing college faculty for equity and social justice work addresses disparities in
student achievement. As such, I have been privileged to work with faculty and staff who assist in
developing a strong sense of community and belonging in an educational institution. As a team,
we have created a network to help students maneuver institutional obstacles and bureaucracy and
further succeed in their educational journey.
Theory Informing Author’s Positionality
The theories encountered in this doctoral program have influenced positionality,
including the papers on critical race theory, Bandura’s (1993) triadic reciprocal model of
causality, and social cognitive theory. These authors have inspired me to remember that students
are people first, and all students can learn. In addition, CRP and curriculum inspired me to look
deeply into my curriculum and my instructors to ensure it is sensitive to all of our learners’
needs.
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Critical race theory mentions that race is a social construct, and U.S. social institutions
were built around ethnic lines (Ladson-Billings, 1995). This includes the judicial system and
explains the discrepancies in outcomes by looking at the statistics of what ethnicities are in jail or
prison (Ladson-Billings, 1995). In addition, many minority students do not complete high school
and higher education.
I also use Bandura’s (1993) teachings on the social cognitive theory, which in my
understanding, indicates that we are all social creatures and learners and learn from our
environment. Social cognitive theory and sociocultural theory inspired this curriculum on
implementing CRP in the community college classroom.

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Chapter Two: Review of the Literature
The literature review of this curriculum is in three parts. The first section provides a brief
description of the prior attempts to address the problem of practice. The second part informs the
curriculum, including the content of the curriculum and how to increase student achievement.
The third part includes the knowledge types that will be taught to achieve the learning objectives
and the knowledge table.
Prior Attempts
After completing a Google Scholar search, prior attempts and approaches were found on
teaching culturally relevant instruction in a professional development context. However, in the 6
years I have worked at two Southern California community colleges as an adjunct faculty
member, I have yet to see professional development sessions or workshops on increasing student
achievement with CRP. I will use research from previous professional development programs
that prepare faculty to improve student achievement in a community college classroom through a
social justice lens. Faculty need to understand how biases may impact approaches to pedagogy
and instruction, especially in urban environments (Heitner & Jennings, 2016).
My research on prior attempts on this topic indicates that although both online-only and
in-person training has been effective, blended modalities have led to increased knowledge, more
positive faculty attitudes, and increased confidence among faculty (Carballo et al., 2019).
Previous training attempts indicated that faculty are motivated when instructors discuss teaching
practices under the umbrella of diversity (Holloway, 2001). Prior researchers identified topics;
however, the lesson plans, materials, or suggested curriculum still needed to be provided for
training community college faculty on increasing student achievement with CRP, as described in
this curriculum dissertation.
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Content of the Curriculum
This part of the literature review describes the content and structure of the curriculum. I
conducted an initial bootstrapping process of reviewing current approaches to the problem of
practice and an initial literature search identifying the main steps to identify the curriculum
content and learning goals (Clark et al., 2008). As part of this preliminary review, I examined
documentation of similar courses designed to prepare and guide teachers on how to be culturally
relevant instructors, use culturally responsive pedagogy, and incorporate culturally responsive
teaching strategies. After I reviewed these courses, a CTA followed, where I interviewed two
SMEs to confirm the major steps identified in the initial search and identify knowledge or steps
missing from the initial search that need to be incorporated (Clark et al., 2008). This curriculum
was designed by synthesizing the outcomes from prior attempts at faculty training to meet
SCCC’s goals of teaching participants to define positionality and CRP in education, identify
principles of culturally relevant pedagogical, and apply CRP practices in the classroom.
The following sections provide a literature review on the content domain of increasing
student achievement by defining, identifying, and applying culturally relevant pedagogical
practices for the community college classroom.
Define Positionality and Culturally Relevant Pedagogy in Education
For faculty to plan lessons through a culturally relevant pedagogical lens, they must first
understand the major characteristics of CRP. First, faculty need to recognize that there are
several terms used to describe CRP teaching. These include CRP, culturally responsive education
(CRE), culturally responsive pedagogy, culturally relevant education, culturally responsive
teaching (CRT), and critical race theory (Ladson-Billings, 1995). These titles, abbreviations, and
initialisms are used interchangeably. However, there are differences between them, so educators
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need to be familiar with the differences and be consistent with which theory they adopt
(Hammond, 2020). As such, CRP is this curriculum’s chosen title and acronym.
According to Ladson-Billings (2021), CRP is collective empowerment in which students
experience academic success and develop cultural competence. As such, Ladson-Billings (1995)
indicated that culturally relevant teachers create equitable relationships with students and believe
that all students can and must succeed. Therefore, culturally relevant teachers insist on
cultivating a community of learners as a priority and make it their responsibility to guarantee
success for each student (Ladson-Billings, 1995).
Rebora (2019) reinforced this by stating that many educators confuse CRP with
multicultural or social justice education. However, CRP is about improving instruction and
explicitly helping students of color who have historically been deprived due to structural
inequities in our education system become better learners. That is not to say that CRP should
only be implemented in classrooms with high populations of BIPOC students. Rather, CRP
comprises cultural awareness, information processing, learning partnerships with students, and
supportive learning environments that benefit all students (Rebora, 2019).
Although some educators believe that their ethnicity affects their ability to engage with
their students or be culturally responsive, that is not the case (Johnson-Smith, 2020). The
instructor’s ethnicity does not solely impact students’ academic performance. Instead, the
instructors’ cultural awareness, learning partnerships, information-processing techniques, and
establishing learning environments suited for a community of learners promote students’ success
(Johnson-Smith, 2020). Instead of shying away from addressing their ethnicity and cultural
background, CRP begins with the instructor naming their positionalities and intersectionalities.
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Therefore, instructors should embrace and address their ethnicity and cultural background
because it influences daily classroom decisions. In sum, understanding the major tenets of CRP
can be overwhelming and complex but necessary for designing and delivering equitable lessons
(Hammond, 2015; Johnson-Smith, 2020; Najarro, 2022). Whether a teacher chooses CRP, CRE,
or CRT as their focus, each theory emphasizes the need for and importance of teachers naming
and recognizing their positionalities, intersectionalities, and implicit biases.
Teachers must know how their positionality and implicit biases affect their teaching to
better understand and incorporate CRP strategies. Douglas and Nganga (2015) defined
positionality as how one is situated through the intersection of power and the politics of gender,
race, class, sexuality, ethnicity, culture, and other social factors. Implicit bias refers to the
unconscious attitudes and stereotypes that shape our responses to specific groups. Implicit bias
operates involuntarily, often without awareness or intentional control, which is different from
explicit racism (Hammond, 2015). Positionality and implicit bias can negatively impact student
and faculty relationships. As such, teachers must name their positionality, recognize their
implicit biases, and interrogate their positionalities and epistemologies. These two interrelated
concepts are grounded in and grow from various elements of the person’s cultural and
community identity (Douglas & Nganga, 2015).
According to the National Center for Education Statistics (2022), in the United States
during the 2019–2020 school year, 79% of the teaching force was White and non-Hispanic,
while 46% of students were White and non-Hispanic. Almost half of U.S. schools do not have
any teachers of color on staff. Therefore, many students will graduate from high school having
been taught only by White instructors, with many of them being unaware of the system to which
they belong, so there is a lack of self-realization (Picower, 2009). Typically, White, middle-class
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prospective instructors have little to no understanding of their own cultures, and their notions of
Whiteness are taken for granted and rarely interrogated (Picower, 2009).
Prospective and current faculty need to recognize and be more aware of their
positionality and the influences/privileges that come with it. This ability to identify and relate to
students will assist instructors in creating lesson plans and curricula that are relevant to students’
lives and interests. As such, positionality will also assist instructors in building relationships with
students and establishing a relationship and appreciation for the school and its culture
(Hammond, 2015; Picower, 2009).
Instructors must understand themselves and go beyond simply occurring toolkits of CRP
practices (Hammond, 2020). To conclude, naming one’s positionality and recognizing one’s
implicit biases are essential to being culturally responsive and for instructors to implement CRP
(Douglas & Nganga, 2015; Hammond, 2020; Picower, 2009). By recognizing their positionality
and implementing these practices, faculty can better form meaningful relationships and learning
partnerships with their students (Ladson-Billings, 2021).
Identify Principles of Culturally Relevant Pedagogical and Apply CRP Practices in the
Classroom
Culturally relevant practices effectively increase student achievement and build
relationships, trust, community, and a sense of belonging in the classroom (Ladson-Billings,
1995). A foundational element in building a learning community in urban schools is trust. Trust
must be planned as an essential curriculum component that teachers model. Trust must be
integrated into curriculum activities and explicitly defined and taught as a building block to
positive life interactions and experiences (Ennis & McCauley, 2002).
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Understanding the difference between authentic and superficial relationships and between
a relationship and a learning partnership is vital to CRP because it is more important to
understand what students value over their favorite color (Hammond, 2020). Hammond (2015)
explained that a learning partnership consists of three components “that work together to turn
this unshakeable belief into reality. Think of it as an equation: rapport + alliance = cognitive
insight” (p. 75). Trust must be built to build rapport with students as part of this learning
partnership equation. At the core of positive relationships are trust, and caring is how we
generate the trust that builds relationships, which is vital because trust between teachers and
students is the affective glue that binds educational relationships together (Hammond, 2015). If
students cannot trust their teachers, they may be unwilling to submit themselves to the
uncertainties of new learning, avoid risk, and keep their concerns to themselves. Johnson-Smith
(2020) indicated that instructors can build trust and rapport by listening with grace, which means
giving students complete attention by being attentive to the expressed emotions, resisting
judgment, listening with compassion, and encouraging their emotions and cultural way of
communicating.
Along with building trust and rapport with students to form a learning partnership,
creating an alliance is the second part of the equation. Alliance focuses on helping the dependent
learner begin and stay on the arduous path toward independent learning. An alliance is more than
a friendship; it is a relationship of mutual support as partners navigate challenging situations
(Hammond, 2015). To conclude, positive student-teacher relationships are essential, but learning
partnerships create a classroom environment with high expectations, rigor, and trust, valuing
students’ diverse voices (Hammond, 2020; Johnson-Smith, 2020; Love, 2019). Through learning
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partnerships based on trust and mutual respect, teachers can better tap into students’ prior
knowledge.
Additionally, cultivating a positive learning environment requires teachers to be attentive
to how they communicate with students. Teachers need to be aware of the diverse
communication processes and practices of African American, Hispanic, Native American, and
immigrant students. Communication and cultural awareness allow teachers to not react to or
misinterpret communication processes and practices as inappropriate or incorrect (Brown, 2004).
Brown (2004) further asserted that expectations should be clearly stated in urban
classroom settings. The belief that all students can and must succeed, coupled with explicitly
stating high expectations and providing support to help students meet them, may improve the
academic achievement of ethnically and culturally diverse students in urban school settings
(Gay, 2002; Ladson-Billings, 1995).
The literature indicates the power of CRP. Instructors play an instrumental role in
building a classroom community based on developing relationships, trust, care, and high
expectations. Furthermore, the literature highlights the gains in student achievement and social-
emotional development when a teacher establishes a trusting and caring relationship with them
while maintaining an academically rigorous classroom environment (Hammond, 2020; Johnson-
Smith, 2020; Love, 2019). Therefore, it is imperative that community college faculty are
appropriately informed and prepared to teach in ethnically and culturally diverse classrooms.
According to Darling-Hammond (2000), student access to culturally competent instructors is
among the most inequitably distributed resources between disadvantaged and affluent students.
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Summary of the Curriculum
This section summarizes the content of the curriculum from the literature as well as the
six major steps, using Smith and Ragan’s (2005) knowledge types as a framework to identify
what needs to be taught and how to teach it. Table 4 lists the two major steps, including the
various knowledge types from the work of Anderson and Krathwohl (2001) and Smith and
Ragan (2005) associated with each. Learners must acquire the major steps and knowledge types
to meet the course’s learning outcomes.
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Table 4
Major Steps and Knowledge Types
Major steps Knowledge types
Define positionality and CRP in
education.
Declarative knowledge
Describe the components of CRP.
Describe positionality.

Intellectual skills
Identify one’s positionality.
Apply the steps to create lesson plans that reflect their
positionality.
Apply teaching strategies using pedagogical practices.

Metacognitive knowledge
Reflect on how to identify effective, culturally relevant
pedagogical practices for the classroom.
Reflect on how one’s positionality impacts instructor and
student relationships.

Attitudes
Value positionality.
Value building community.
Value CRP.
Value applying CRP.
Be confident they can pedagogical practices.
Identify principles of culturally
relevant pedagogical and
apply CRP practices in the
classroom.
Declarative knowledge
Describe the principles of CRP.

Intellectual skills
Identify proper culturally relevant pedagogical practices.
Apply the proper culturally relevant pedagogical practices
for the classroom.

Metacognitive
Reflect on how to apply culturally relevant pedagogical
practices in the classroom.

Attitudes
Value building community in the classroom.
Value culturally relevant pedagogical practices.
Be confident that learners can apply culturally relevant
pedagogical practices in their classroom.
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Major steps Knowledge types
Value active listening.

Declarative Knowledge
According to Smith and Ragan (2005), declarative knowledge is the learning of facts or
information that has been presented. The three kinds of declarative knowledge are labels/names,
facts/lists, and organized discourse. To have declarative knowledge means to understand or know
the learning content, and an example of declarative knowledge learning strategy is teaching
students a mnemonic for reciting specific information (Smith & Ragan, 2005). Declarative
knowledge has been shown to provide the foundation for learning complex concepts and
completing higher-order tasks (Smith & Ragan, 2005).
Procedural Knowledge
Procedural knowledge is the steps and sequence required to complete a given task (Smith
& Ragan, 2005). The steps or decisions in a procedure must be clear, as this is critical for
learners to complete the task. Learning a procedure involves the ability to apply that procedure
under a new set of circumstances (Smith & Ragan, 2005). Where declarative knowledge is
knowing that, procedural knowledge is knowing how or knowing when.
Metacognitive Knowledge
Metacognitive strategies relate to a learner’s awareness, monitoring, and regulation of
cognitive processes (Smith & Ragan, 2005). Similar to Smith and Ragan (2005), Anderson and
Krathwohl (2001) described metacognition as strategic knowledge, knowledge about cognitive
tasks, including appropriate contextual and conditional knowledge, and self-knowledge.
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Metacognition is knowledge of cognition in general and awareness and knowledge of one’s
cognition (Anderson & Krathwohl, 2001). Per Smith and Ragan, metacognition falls under the
cognitive strategies umbrella. It involves students’ awareness of “their own cognitive processes,
their ability to control these processes by selecting among cognitive strategies, and their ability
to monitor, evaluate, and revise their strategy use” (p. 245).
Attitudes
Smith and Ragan (2005) cited Gagné’s (1985) definition of attitudes as a mental state that
influences a learner’s choice in behaving a certain way and described attitudes as having
cognitive, affective, and behavioral components that interact. Attitudes affect and influence
learners’ choices. If learners enjoy a particular subject or task, they are more likely to actively
engage in it (Smith & Ragan, 2005). Though attitudes play a role in a learner’s motivation and
perseverance, motivation has more components making it a more complex concept. However,
attitudes are essential for learners to make different choices, develop habits, try new strategies, or
seek help.

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Chapter Three: The Learning Environment and The Learners
This chapter examines the learning environment and learners. Smith and Ragan (2005)
emphasized analyzing the learning context, determining the need for instruction, and describing
the learning environment. Smith and Ragan (2005) defined learner characteristics as cognitive,
physiological, affective, and social, and understanding these characteristics addresses learners’
needs and motivations.
Analyzing the learning environment is an essential and sometimes overlooked step in the
instructional analysis that is critical to ensuring appropriate design and curriculum
implementation (Smith & Ragan, 2005). Recognizing, acknowledging, and planning for learners
and the environment informed how the curriculum was designed and delivered. Knowing and
understanding the learners is vital in meeting the needs of underserved populations (Ladson-
Billings, 2014).
Description of the Learning Environment
According to Smith and Ragan (2005), a designer should consider the more extensive
learning system to which the classroom environment belongs. This section includes a description
of the learning environment with characteristics of the course facilitators, current curriculum,
facilities, technology, and learning climate. This curriculum is designed to be delivered at a
specific community college that holds multiple training sessions before each semester during a
week called Flex Week.
Teacher/Trainers/Facilitator Characteristics
Smith and Ragan (2005) stated environmental problems may occur due to the availability
of teachers with the necessary expertise. Teachers and trainers with positive experiences with
technology-based instruction will probably be more comfortable using alternative forms of
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teaching (Smith & Ragan, 2005). This curriculum’s facilitators should be experienced and
accomplished community college faculty familiar with the blended learning and in-person
training environments. The ideal candidate will have a combination of prior teaching experience
in selecting and using various media and methods, graduate education, and demonstrated
commitment to achieving outcomes in higher education. Comfort with technology, equipment,
and the Canvas learning management system will be necessary for both the facilitator and
participants.
Faculty preferences for an optimal learning environment have been shared. These
preferences include workshop time with experts, learning materials (i.e., videos and written
resources uploaded to the Canvas learning management system), and the blended learning
environment with in-person instruction during the 2-hour training session during Flex Week. The
goal of the learning environment is to create a space in which to effectively deliver the
knowledge and skills to master the content.
Existing Curricula/Programs
According to Smith and Ragan (2005), materials that utilize existing curricula and
practices should be developed. Although many sessions are offered to faculty during Flex Week,
this curriculum is new and unique to building community and a sense of belonging using CRP.
For this curriculum design, the community college does not require part-time or full-time faculty
to take this course or similar courses. This training was designed to address all community
college would-be participants, such as staff, faculty, and administrators. Flex week training is
offered throughout the day, Monday through Thursday, in 2-hour sessions, but participation is
not required.
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With this in mind, this curriculum was designed to fit these criteria. Considering time
limitations, some instructional materials and resources will be uploaded to the official campus
learning management system, Canvas Instructure. The teaching will be centered on a blended
learning model of instruction, encouraging participants to engage with materials asynchronously,
complete a work product, and actively apply the concepts and knowledge to their curriculum
during the synchronous two-part, 2-hour sessions during Flex Week.
Equipment and Technology
Hardware and software availability is one of the largest impediments to mediated
instruction (Smith & Ragan, 2005). The facilitator will need a computer and overhead projector
to facilitate this training. Learners will need access to a computer with an internet connection and
software applications for the synchronous and blended learning portion of this instruction. The
community college provides and pays for both. Access to document creation software, such as
Microsoft Office 365 or Google Workspace, is essential for creating content and work products.
For lesson plan writing, both software application options are accessible to all faculty and staff at
the college.
The curriculum is designed in the Canvas learning management system, and learners sign
up for the synchronous 2-hour training session through a Flex Week professional development
sign-up system. For these sessions, the college provides the facilitator with a 25- to 30-seat
computer lab or classroom with a projector and multiple workstations for participants to develop
content. Participants should be familiar with the software and technology’s functions.
Classroom Facilities and Learning Climate
The size and location of facilities and classes can affect how instructional materials
should be developed and what they should include (Smith & Ragan, 2005). The on-the-ground
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face-to-face component of instruction can be delivered in a computer lab or classroom,
depending on resources and how many faculty members sign up for this instruction.
Accommodations for breaking out into small learning groups are also necessary. A wireless
internet connection for the facilitator and participants, video projectors, and whiteboard space are
also needed. The complete curriculum, including course syllabus, learning materials, discussion
boards, assignments, video content, quizzes, and administrative elements, will be housed in the
Canvas Instructure learning management system, which the community college provides free of
cost and is a familiar system to faculty.
Learner Characteristics
This section describes the key characteristics of the learners for this curriculum. Smith
and Ragan (2005) emphasized understanding the target audience and creating instruction with
the audience in mind. Smith and Ragan (2005) cautioned against centering design around content
and searching for an audience. The target audience for this curriculum is community college
faculty who must reimagine their curricula using CRP. The learners are faculty members at a
medium-sized community college, display diverse characteristics and motivations, and have a
wide range of experience and prior knowledge.
This section outlines the key learners’ characteristics, aptitudes, and prior knowledge to
inform the curriculum design. Similarities and differences between learners were identified. As
Smith and Ragan (2005) identified, differences include the learners’ prior knowledge, aptitudes,
styles, and developmental stages. Similarities include sensory capacities, information-processing
capabilities, and cognitive processes (Smith & Ragan, 2005).
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Cognitive Characteristics
The cognitive characteristics of learners include general characteristics and specific prior
knowledge. According to Smith and Ragan (2005), learners’ general cognitive characteristics
include aptitude, developmental and reading levels, and cognitive processing. Specific prior
knowledge refers to the domain knowledge required to access and understand the material
presented in the curriculum (Smith & Ragan, 2005).
General Characteristics
Smith and Ragan (2005) indicated that major characteristics in a target audience
description include aptitudes, developmental level, literacy, cognitive styles and strategies, and
general world knowledge. For this curriculum, both general and specific aptitudes are
considered. These characteristics are significant for curriculum designers to consider as they
allow them to design and create instruction that meets learners’ needs. More efficient, effective,
and motivating content can be designed and developed.
General Aptitudes
Participants are community college faculty, and the assumption is that they are willing to
learn and have a capacity for continuous learning. The curriculum was designed to perceive that
faculty have the general skills to engage with the content, including reasoning and problem-
solving skills. Faculty are college graduates with advanced degrees in their fields. Although
some of the materials will be new to the faculty, they will grasp the essential information and
concepts to effect change in their classrooms.

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Prior Knowledge
Smith and Ragan (2005) explained general world knowledge encompasses many factors
and varies with age and culture. General world knowledge and specific prior knowledge were
considered in the development of the curriculum. Considering Vygotsky’s zone of proximal
development theory, the curriculum will be challenging and attainable for learners (Schunk,
2020). According to the 16th edition of the Minimum Qualifications for Faculty and
Administrators in California Community College, the minimum qualification to teach in an
academic or transfer discipline is a master’s degree and not a teaching credential or certificate
(CCCO, 2021). Thus, most learners will not have basic knowledge of how to teach using
culturally relevant pedagogical practices. Additionally, the minimum qualifications vary for
teaching in career technical education disciplines and can include those with a bachelor’s or
associate's degree paired with industry experience (CCCO, 2021).
General World Knowledge
While this training’s participants will have varying general world knowledge, some might
lack expertise and experience teaching with culturally relevant content. This training will be
open to all faculty, staff, and administrators, so the topic might be novel for some participants.
Facilitators will ask participants to approach the curriculum with a critical eye toward designing
and implementing content with a culturally relevant instruction lens.
Specific Prior Knowledge
The curriculum designer did not assume participants would have prior specific
knowledge of culturally relevant pedagogical practices. The course will introduce the definitions
and foundations of these topics, and the instructor will facilitate discussion and demonstrate
basic-mastery concepts. Faculty are expected to understand and apply culturally relevant
38

instruction to their curriculum, so the course was designed with this in mind. Because SCCC has
never offered this training, this curriculum may represent new information for most participants.
Those with previous knowledge will benefit from the addition of contemporary research,
advanced application, and mastery of teaching using CRP practices.
Physiological Characteristics
Having a general understanding of the faculty’s physiological characteristics is essential.
The target audience for the curriculum enters the training with differences in physiological
characteristics, age, health, vision, and hearing. The curriculum limits the cognitive load to
maximize learning (Smith & Ragan, 2005). Also, one of the advantages is that educated learners
in the target audience suggest that materials must be intellectually challenging and stimulating.
Affective Characteristics
Socioemotional feelings are just as important as cognitive capabilities in designing a
curriculum (Smith & Ragan, 2005). Participants in this training may be curriculum designers and
have strong opinions about the learning experience. By acknowledging these characteristics, the
instructional designers and facilitators may proactively frame the curriculum content.
Social Characteristics
Participants will be diverse learners exhibiting a wide range of social characteristics.
Community college faculty are afforded considerable autonomy and protection by institutional
policies encouraging academic freedom. As such, faculty tend to think and act independently.
Due to time constraints and compensation for participation, full-time and adjunct faculty may
respond differently to opportunities to participate in professional development during Flex Week.
39

Implications of the Learning Environment and Learner Characteristics for Design
Careful consideration of the target audience’s general characteristics may elevate
mundane instruction into compelling, imaginative, and memorable instruction (Smith & Ragan,
2005). To reimagine college instruction, faculty must explore new ways of thinking about social
justice, cultural competency, and bias. Faculty will learn new approaches to the design and
delivery of instruction.
Participants are all working adults with busy schedules and limited time to attend
training. The medium and media of instruction will be housed on the Canvas Instructure learning
management system provided by the community college. In addition, participants will benefit
from coaching, facilitator feedback, and interaction with peers. Sharing lesson plans and
knowledge is highly encouraged. Relationships developed in the training session can lead to
ongoing collaboration and sharing of best practices among participants (Brownwell et al., 2006).

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Chapter Four: The Curriculum
This chapter reintroduces the overall purpose and goals of the curriculum, describes
specific outcomes, and details the summative assessment. It also includes two main components.
The first section describes a curriculum analysis using strategies like interviewing subject matter
experts and observation strategies, also called CTA (Clark et al., 2008). According to Clark et al.
(2008), CTA describes the knowledge experts use to perform complex tasks. Smith and Ragan
(2005) described conducting a CTA as breaking down instructional goals into the parts students
need to learn to reach the goal. The second section aims to inform the design of units of
instruction, and this process will ensure appropriate analysis of the curriculum’s impact, design,
and relevance.
Cognitive Task Analysis
The curriculum design begins with a CTA, also called information-processing analysis,
contextualizing using CRP in the classroom (Smith & Ragan, 2005). According to Clark and
Estes (1996), using CTA facilitates aligning learning objectives, declarative and procedural
knowledge, and instructional strategies. Bootstrapping (Clark et al., 2010) was initially employed
for research purposes. It allowed for a preliminary list of steps to be completed to meet the
learning objectives.
The literature presented the significant steps for increasing student achievement and
engagement using CRP and teaching. These sources were aggregated using a basic Google
search, literature from Google Scholar, the university’s libraries, and consulting two subject
matter experts. I conducted in-depth CTA interviews, one with a community college department
chair and faculty member and another with a community college coordinator and faculty
member, both employees of SCCC. The SMEs were identified because of their extensive
41

knowledge and practice of culturally relevant teaching. The first SME focuses on culturally
relevant teaching. The second recently transitioned from the classroom to working as a
professional expert at a community college to support teachers with CRT and technology.
As such, both interviewees agreed that being a culturally relevant teacher is personal,
requires a pedagogical shift, and requires considering learners’ environment and cultural
background. They both concluded that the training’s purpose should be an introduction to
culturally relevant pedagogical practices. They also agreed that training for implementing CRP
had not been offered at SCCC previously. The plan aligned with the research cited in the
literature review. The relevant information and major steps of the CTA follow:
● Objective: To teach faculty how to apply culturally relevant pedagogical practices in
their classrooms
● Cue: There was no precedent for this training. The professional development session
began in January 2023. The administration has acknowledged the need for the
training.
● Condition: Training will be conducted in a blended learning environment through the
Canvas Instructure learning management system and in-person training on-site at the
community college.
● Standards: Participants will complete the training at the beginning of the semester
during Flex Week. Courses design and interactions are an ongoing process. It is not
expected that all course materials will be available for learners at the start of the
semester but rather constitute a constant revision and design process. Implementation
will be measured via faculty feedback and using technology tools.
42

● Equipment: Participation will require a computer, Microsoft Office 365 or Google
Workspace, and access to the Canvas Instructure learning management system.
● Steps: The major steps to teach faculty how to implement culturally relevant
pedagogical practices in the classroom are as follows. The items in parentheses
identify the sources of the steps:
• articulate their positionality and the meaning of CRP in education (LIT, SME,
CTA)
• identify principles of culturally relevant pedagogical and apply CRP practices
in the classroom.
These topics form the foundation of the curriculum units. Both the CTA and the literature
review support the validity of the topics and sequence. The following section employs the major
steps to analyze the instruction further.
Course Learning Goals
Course learning goals are statements about what skills or processes learners should be
able to perform after completing the curriculum (Smith & Ragan, 2005). As a result of the major
steps, which originated from the CTA, several learning goals have been identified. These goals
are observable and measurable actions based on a given condition (Smith & Ragan, 2005). For
this course of instruction, the learning goals are
• Given the need to provide instruction in a community college classroom, the learner
will be able to articulate their positionality and the meaning of CRP.
• When creating coursework for community college classrooms, the learner will be able
to apply culturally relevant pedagogical practices in their daily lesson plans.
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Course Learning Outcomes
Gagné (as cited in Smith & Ragan, 2005) suggested five major learning outcomes
domains. Gagné labeled these domains as declarative knowledge, intellectual skills, cognitive
strategies, attitudes, and psychomotor skills. Declarative knowledge refers to facts that an
individual can recite to others (Smith & Ragan, 2005). Intellectual skills outcomes are when
learners apply knowledge to new experiences and examples. Cognitive strategies are the methods
employed by the learner, while attitudes are the mental states which lead learners to behave in
specific ways. Finally, psychomotor skills may include physical movements in an individual’s
learning (Smith & Ragan, 2005).
Learning outcomes can be achieved by utilizing methods designed to allow learners to
observe, engage in, and invent or discover expert strategies in context (Kirschner & Hendrick,
2020). These specific learning outcomes will drive the design decisions regarding the units of
instruction and the scope and sequence of the curriculum. The specific objectives relevant to
each learning outcome and in the context of each major step are listed below.
1. Given the need to provide instruction in a community college classroom, the learner
will be able to articulate their positionality and the meaning of pedagogy.
a. Declarative (knowing that)
i. Knowing what positionality is
ii. Knowing what it means to build a community
iii. Knowing what cultural relevance in education is
iv. Knowing what pedagogy is
b. Intellectual skills (knowing how)
i. How to identify teaching strategies using pedagogical practices
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ii. How to apply teaching strategies using pedagogical practices
iii. How to apply cultural relevance in the classroom
c. Cognitive strategies (learning how to learn)
i. Monitoring knowledge on identifying pedagogical practices.
ii. Evaluating the effectiveness of pedagogical practices
iii. Learners will complete a self-assessment questionnaire to determine
their effectiveness in applying pedagogical strategies in the classroom.
d. Attitudes
i. Value the meaning of positionality and epistemology.
ii. Value building community in the classroom.
iii. Value cultural relevancy in the classroom.
iv. Value applying pedagogical practices.
v. Be confident they can apply pedagogical practices.
vi. Value active listening.
2. When creating coursework for community college classrooms, the learner will be able
to apply culturally relevant pedagogical practices in their daily lesson plans.
a. Declarative (knowing that)
i. Know what CRP is.
ii. Know the principles of CRP.
b. Intellectual skills (knowing how)
i. Know how to identify proper culturally relevant pedagogical practices.
ii. Know how to apply the proper culturally relevant pedagogical
practices in the classroom.
45

c. Cognitive strategies (learning how to learn):
i. Monitoring knowledge to identify appropriate culturally relevant
pedagogical practices in the classroom
ii. Evaluating progress in identifying culturally relevant pedagogical
practices in the classroom
iii. Learners will complete a self-assessment questionnaire to determine
their effectiveness in applying culturally relevant pedagogical
practices in their lesson plans.
d. Attitudes
i. Value building a sense of community in the classroom.
ii. Value building a sense of belonging in the classroom.
iii. Be confident that learners can apply culturally relevant pedagogical
practices in their lesson plans.
iv. Value active listening.
e. Psychomotor skills
i. Speaking, listening, typing, writing
Overview of the Units
An initial bootstrapping process included a review of the literature, and a preliminary
round of interviews with SMEs revealed that the steps listed in the previous section should be
performed in sequence to achieve effective instructional design results. The concepts moved
from foundational theoretical to practical knowledge. The curriculum follows discipline-specific
pedagogy and Bloom’s taxonomy, providing learners with the foundational understanding of
identifying and defining CRP. This also allows declarative knowledge to be taught before
46

advancing to procedural knowledge, a sequence that lowers the cognitive load and increases self-
efficacy for the learner (Smith & Ragan, 2005). As a result, the units derived from the main steps
are listed in the next section. The course overview can be found in Appendix A. Lesson
overviews for each unit can be found in Appendix B. Fully designed lessons for Unit A and Unit
B, along with their materials, can be found in Appendix C.
List of Units and Terminal Objectives
The design and sequence of the modules were based on a concept-related structure. The
foundational steps are taught first; then, the application is taught later (Smith & Ragan, 2005).
The blended learning model of instruction provides materials for participants to review the
learning materials asynchronously before engaging with facilitators and colleagues during the
synchronous sessions. The synchronous sessions will occur during Flex Week in two 2-hour
professional development sessions at the site. Based on the content analysis, the major
instructional units are as follows:
1. Unit 1: Define positionality and CRP in education.
a. Terminal objective
i. Given the need to provide instruction in a community college
classroom, the learner will be able to articulate their positionality and
the meaning of pedagogy.
ii. Enabling objectives
1. Given a community college classroom, learners will be able to
explain the meaning of positionality.
2. Given a community college classroom, learners will be able to
explain the meaning of epistemology.
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3. Given a community college classroom, learners will be able to
explain the meaning of CRP as defined in the literature.
(Declarative)
4. Given the need to value culturally relevant instruction, learners
will be able to give three reasons why positionality is essential
(Cognitive)
5. Given a list of teaching strategies, learners will be able to
explain why learners selected at least three culturally relevant
teaching strategies. (Intellectual)
6. Intellectual skills (knowing how)
a. Given a master list of culturally relevant teaching
strategies, culturally relevant curriculum learners will
identify at least three strategies and incorporate them
into the lesson.
7. Cognitive strategies (learning how to learn)
a. Given culturally relevant learning strategies, learners
will apply at least three strategies in their lesson plan.
b. Assess the effectiveness of culturally relevant
strategies.
8. Attitudes
a. Choose to define their positionality.
b. Choose to define epistemology.
c. Choose to apply culturally relevant strategies.
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d. Confidence to persist in applying culturally relevant
strategies.
e. Choose to engage in active listening
2. Unit 2: Identify principles of culturally relevant pedagogical and apply CRP practices
in the classroom.
a. Terminal objective
i. When creating coursework for community college classrooms, the
learner will be able to apply culturally relevant pedagogical practices
in their daily lesson plans.
ii. Enabling objectives
1. Given a community college classroom, learners will be able to
explain the meaning of culturally relevant pedagogical
principles as defined in the literature. (Declarative)
2. Given their lesson plan, the learners will be able to list at least
three CRP appropriate for the lesson plan content.
(Declarative)
3. Given a list of teaching strategies, learners will be able to
explain why learners selected at least three CRP strategies.
(Intellectual)
4. Given the need to value a building sense of belonging in the
classroom, learners will be able to give three reasons why
value-affirmation interventions are essential in the classroom.
5. Intellectual skills (knowing how)
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a. Given a master list of CRP practices and techniques,
learners will identify at least three strategies in their
lesson plan.
6. Cognitive strategies (learning how to learn):
a. Given a list of CRP practices and techniques, learners
will apply at least three strategies in their lesson plan.
b. Assess the effectiveness of CRP strategies in their
classroom.
7. Attitudes
a. Choose to build a sense of belonging and community in
the classroom.
b. Confidence to persist in building a sense of belonging
and community in the classroom.
c. Choose to engage in active listening.

50

Visual Overview of the Units
I created the graphic shown in Figure 1 author using MS PowerPoint. The modules in this
figure represent the planned learning experiences in the curriculum, which are described further
in the scope and sequence in Table 5.
Figure 1
Visual Overview of the Units

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Scope and Sequence Table
The scope and sequence table organizes the delivery of learning (Smith & Ragan, 2005).
The scope and sequence table aims to organize the curriculum’s elements. Scope refers to what is
being taught (Smith & Ragan, 2005). The sequence indicates the instruction planned for each
module. This tool was essential to consider cognitive load and identify gaps in the design and
delivery of the instruction. Table 5 provides the scope and sequence of the curriculum.
Table 5
Scope and Sequence Table for a Curriculum for Faculty to Implement Culturally Relevant
Pedagogy in the Community College Classroom
Learning goals

P = Previewed
I = Introduced
R = Reinforced
M= Mastered

Unit 1A
(Online)

Unit 1B
(In-person)
Unit 2A
(Online)

Unit 2B
(In-person)
Given the need to provide
instruction in a community
college classroom, the learner
will be able to articulate their
positionality and the meaning
of pedagogy.
P I R M
When creating coursework for
community college
classrooms, the learner will be
able to apply culturally
relevant pedagogical practices
in their daily lesson plans.
P I R M

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Delivery Media Selection
Clark et al. (2010) suggested that media does not influence learning or motivation.
Instead, the instructional design methods make the difference in effective instruction. Clark and
Salomon (1986) further argued that media convey instruction and that “no medium enhances
learning more than any other medium regardless of the learning task, traits, content or setting”
(Clark and Salomon, 1986, p. 474). The ultimate objective of the media selection process is to
find the most cost-effective method to deliver the training (Clark et al., 2010). In this curriculum,
media selection is discussed in terms of the general and specific instructional platforms, followed
by client preferences and the specific media choices for the curriculum.
General Instructional Platform Selection in Terms of Affordances
Considering Clark et al.’s (2010) recommendations on media selection, the curriculum is
designed as a blended learning course with an in-person requirement during Flex Week. The
media selection is limited to the location, computer lab, or classroom capacity for the in-person
component during Flex Week. Learners will have opportunities to access media for the first half
of the lesson by following instructions from their instructor on accessing video modules from
their Canvas Instructure modules via their WebAdvisor.
Access
The media selection limits participants’ access to the training location. The curriculum
will therefore consist of an online asynchronous component via the Canvas Instructure learning
management system combined with an in-person instruction learning component during Flex
Week. The in-person instruction involves providing feedback to indicate whether learners
correctly complete the tasks and learning goals. The capacity of SCCC’s computer labs and
classrooms limits the number of learners to 25 to 30 participants per session.
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Consistency
Consistency is delivered during instruction using theoretical frameworks that guide the
course from the learning objectives to the instructional methods. Diversity, equity, and inclusion,
or DEI, are also central to the purpose of the course and will ground the learning goals.
Delivering the curriculum through an in-person and online platform, otherwise known as blended
learning, would account for the consistency needed to accommodate all learners. Every lesson
and related activity, including the provision of feedback, can be completed online after the in-
person component is completed during Flex Week.
Cost
The direct cost for the in-person and online delivery of the curriculum is the materials
and the online platform license for Canvas Instructure, which the college covers. Additionally,
there would be a one-time cost for compensation at the non-instructional hourly rate for the
instructor to create the instructional materials. The instructor is expected to cover ancillary costs
related to content creation. Licenses for the video editing software and some learning content
textbooks might be reimbursed.
Specific Instructional Platform Selection in Terms of Restrictions
There are considerations when choosing media, such as extraneous cognitive load and
incorporating chunking strategies to reduce the learner’s cognitive load (Clark et al., 2010).
Clark et al. (2010) described these considerations as conceptual authenticity, immediate
feedback, and special sensory requirements. Providing immediate feedback in real-time might be
prohibitive in an online asynchronous platform. The course will use a blended learning platform
because it integrates virtual and in-person components. Virtual components, such as video
modules and Canvas Instructure, are used to teach the course content and distribute assignments.
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Significant sensory requirements cannot be addressed through an online platform, which is why
the in-person part of this curriculum is required. The curriculum also incorporated Mayer’s
(2001) multimedia design principles into curriculum design, such as multimedia, concepts first,
personalization, and pacing. Table 6 shows the key considerations for media selection.

Table 6
Key Considerations for Media Selection
Key consideration Media considerations
Conceptual authenticity Learners should be able to analyze and integrate
information and concepts into their curriculum.
Introduce concepts through tailored modules.
Modules serve as multimedia through terms and images
that convey general concepts before applying
knowledge.
Online modules are sufficient for conceptual knowledge.
Immediate feedback Student will receive immediate feedback commentary on
creation of several curriculum components.
Other portions of this curriculum can be provided with
delayed feedback.
Immediate corrective feedback (personalization and
human voice) will be used primarily when learners
practice and create content.
Scaffolded units will provide steady pacing through
guidance.
Special sensory requirements Whereas online asynchronous modules are sufficient for
conceptual knowledge, the learning environment is
optimized with in-person practice at the site.
In-person components are needed for authentic practice
for the instructor to provide feedback to learners
Must support sensory input relevant to learning,
developing expertise in community college curriculum
and instruction: visual and auditory.

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Client Preferences or Specific Conditions of the Learning Environment
Clark et al. (2008) pointed out that media decisions are often made at the wrong point in
the design process because the organization focuses on a particular medium or the administrator
wants to appear to be using the most recent technology. In this curriculum design, the faculty
must be able to teach in an online, blended, hybrid, or in-person format, and the organization
provides the resources to develop the training. Faculty juggling multiple responsibilities makes
access and flexibility important factors in media selection. Units were designed as professional
development in-person workshops for faculty to create digital materials and lesson plans so
learners can easily share their device screens and experts can provide immediate feedback. As
such, the specific media choices resemble those from prior Flex Week training, so faculty who
previously participated in professional development at SCCC will be familiar with the various
types of media used.
Specific Media Choices
Based on the three considerations of conceptual authenticity, immediate feedback, and
special sensory requirements, specific media has been selected for the course. The principles of
cognitive load will be followed when creating any needed materials (Schunk, 2020; Sweller,
1988). A blended learning approach combining asynchronous online and in-person components
will be well-suited for this curriculum design.
Additionally, the use of Canvas Instructure, provided by the college, will facilitate the
delivery and production of content for faculty to use in their classroom. All Microsoft
PowerPoint and videos will be created according to the 12 principles of multimedia design
(Mayer & Alexander, 2016). The media choices in Table 7 reflect how the instruction will be
delivered.
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Table 7
Media Choices for a Curriculum for Faculty to Implement Culturally Relevant Pedagogy in the
Community College Classroom
Media Purpose Benefits
People Course instructors
To present online video modules
To guide course instruction and
gardening practice
To advise on instructional content
Course instructors
Understand course goals and deliver
course content using blended
methods of instruction.
Holds experience in guiding course
instructors in course design
Video modules To provide instruction on how to
increase student achievement with
evidence-based, culturally relevant
practices
Holds learners’ attention through
short modules
Builds connection to the content and
their classroom
Creating Canvas
modules
To present their summative
assessment, learners will create
their own content module in
Canvas.
To assess their learning and
retention of content
To provide a reflection opportunity
Providing choices to learners will
help increase their motivation.
Builds community
Demonstrates learning of terminal
objectives

General Instructional Methods Approach
This section presents the theoretical approaches which have informed the design of this
course. As the curriculum developed, the designer drew upon guided experiential learning (Clark
et al., 2010; GEL), social cognitive theory (Bandura, 1989), and sociocultural theory (Schunk,
2020). These theories work together to support the transfer of knowledge by delivering content
to accommodate learners’ cognitive architecture and mastery learning (Clark et al., 2010).
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Guided Experiential Learning
Guided experiential learning (Clark et al., 2010) is a framework constructed around
Merrill’s (2002) five principles. These frameworks include realistic, field-based problems to
solve, analogies and examples that relate to the trainee’s relevant prior knowledge, and clear and
complete demonstrations. The last two frameworks are frequent practice and feedback and
dividing complex tasks into smaller, more manageable chunks, which can be combined upon
mastery. These principles guide the use of the training sequence. First, objectives and standards
are made clear; then, the rationale for learning is defined. Following that, there is an overview of
the content to be learned, learners are informed of conceptual knowledge, and the task is
demonstrated and described in detail. Thereafter, learners engage in part and whole task practice
with instructor feedback and in authentic, competency-based tests that assess their reactions,
knowledge, and application ability (Clark et al., 2010). This curriculum has considered all
aspects of guided experiential learning and applied its principles to its design.
Social Cognitive Theory
Social cognitive theory supports constructing short-term and attainable goals that enhance
outcomes better than highly complex and long-term goals (Bandura, 1989). Learners are more
motivated to pursue goals they perceive to be somewhat challenging but attainable than goals
they believe are too easy or difficult (Schunk & DiBendetto, 2020). This motivational framework
guides the design of the tasks that align with the course objectives and learning outcomes,
promoting persistence and continued success by chunking a series of conditions, practices, and
strategies that lead to implementing evidence-based interventions and DEI.
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Sociocultural Theory
Finally, Vygotsky’s sociocultural theory informs the course design. According to
sociocultural theory, learning occurs in social and cultural contexts (Schunk, 2020). Interactions
between learners and their environment support cognitive development (Schunk, 2020).
Knowledge is constructed through social interactions (Schunk, 2020). Applications of
Vygotsky’s theory in this course design include scaffolding and peer collaboration. Scaffolding
is incorporated into the course by identifying major steps and learning goals. Learners are
offered instructional scaffolding within their zone of proximal development through independent
problem-solving and guided instruction (Schunk, 2020). The curriculum’s social context and
cultural settings involve peer collaboration. Learners problem-solve with their peers by designing
lesson plans for their classroom. The process of cooperative learning and social interactions in
Vygotsky’s sociocultural theory guides the course design.

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Chapter Five: Implementation and Evaluation Plan
Chapter Five discusses the institution’s implementation and evaluation of the curriculum.
A plan for data collection and evaluation is needed to ensure the training provides value for all
stakeholders, including faculty, administration, and learners. Moreover, the curriculum requires
clear objectives, planning, and a process for monitoring implementation (Kirkpatrick &
Kirkpatrick, 2016). Evaluation is imperative to establishing the value of the solution to the
individual and the institution (Kirkpatrick & Kirkpatrick, 2016). In addition, an implementation
plan is a requirement to make the solution available to others.
Implementation Plan
Smith and Ragan (2005) identified four critical concepts associated with implementation.
These key concepts are diffusion, dissemination, adoption, and stakeholders (Smith & Ragan,
2005). Diffusion is the process by which innovations spread to individuals at the institution.
Adoption reflects stakeholders’ decision to use the knowledge and skills imparted by the
curriculum. Dissemination represents the intentional component associated with the diffusion of
a new approach. The stakeholders for this curriculum are the faculty, students, administrators,
and staff with a vested interest in teaching practices and course designs.
The evaluation of the institution concentrates on infusing CRP into faculty practices and
course designs during professional development or Flex Week. Two asynchronous units and two
in-person synchronous professional development training sessions will be offered to the first 25
faculty for the Fall 2023 semester. Assessment data from the first cohort will be used to revise
and improve future Flex Week sessions. Formative assessments conducted through expert and
facilitator observations during the professional development training will focus on learner
knowledge and self-efficacy. This will allow for any immediate revision or content
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reinforcement. The faculty will use the implementation plan to plan their infusing of CRP into
their curricula. Feedback for revision will be collected through a feedback survey given to all
participants of the professional development sessions. Infusing CRP into any curriculum can take
time. For this reason, a focus group will be held with professional development training
participants 6 months after completion.
Evaluation Plan
The goal of the curriculum, which began in January 2023 at SCCC, is to assist
community college faculty in infusing CRP into their higher education curriculum. If
implemented, this curriculum will address the problem of practice identified by SCCC, and the
internal and external outcomes measured by the leading indicators will be achieved. Learners
who complete the two-session professional development curriculum will demonstrate the
knowledge, skills, and attitudes to prepare faculty to design and teach courses with culturally
relevant pedagogical practices.
Evaluation Framework
The framework chosen to evaluate this professional development curriculum is the new
world Kirkpatrick model, which, for planning purposes, inverts the four levels of the previous
Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016). The new world Kirkpatrick model is
distinguished from the old model in that the value of the training is established from the initial
stage, and evaluation is designed from Level 4 (Kirkpatrick & Kirkpatrick, 2016). The
Kirkpatrick model is well-suited for evaluating training programs because it is designed to
improve programs, maximize the transfer of learning, and demonstrate the value of the training
to the institution.
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Level 4: Results and Leading Indicators
The new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) provides the
framework for implementing and evaluating this curriculum. Leading indicators are the internal
and external performance of behaviors that contribute to identified outcomes (Kirkpatrick &
Kirkpatrick, 2016). Leading indicators serve as short-term and long-term observations and
measures indicating whether the desired behavior is on track to impact positively. Table 8
presents the leading indicators, metrics, and various methods to ensure the course is on track to
improve outcomes.

Table 8
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric Method
External outcomes
Student enrollment will
increase.
Increase will be measured by the
number of student inquiries,
college applications and new
student enrollments of
minoritized students.
Data are collected and shared
by the college district along
with admissions and
records and measured as
full-time equivalent
students.
Achievement for
minoritized and low-
SES students will
increase.
Increase will be determined via
disaggregated graduation and
student achievement rates.
College district assessments;
data analysis
tool/table/charts
Graduation rates will
increase.
Increase will be measured by the
number and percentage of
minoritized and low-SES
students who complete programs
of study.
The SCCC office of
institutional effectiveness
and CCCCO

Students will have a
higher sense of
belonging and
community.
This sense will be evaluated via
students’ reports of their sense of
belonging and community levels
rated on a Likert scale and
measured qualitatively by
evaluating students’ comments.
Data will be collected from
course evaluations,
surveys, and focus groups.
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Outcome Metric Method
Internal outcomes
Students’ grades will
improve.
Grades will be reviewed through
admission and records data
disaggregated by gender, race,
and SES.

A&R and college district
records and data
Lesson plans will be
adjusted to reflect
culturally relevant
pedagogical strategies.

The number of culturally relevant
pedagogical strategies and
practices in the curriculum will
be tracked.
Instructional lesson plans
Instructors’ critical
reflections on their
worldview and
positionality will
increase.

The number of instances where
self-reflection is indicated and
compared to knowledge learned
will be tracked.
Reflective journal
Instructors will increase
their use of culturally
relevant pedagogical
practices that reflect
their communities.
Checklist of culturally relevant
pedagogical practices
Instructional evaluation tools
and student surveys

Level 3: Critical Behaviors
Level 3 of the Kirkpatrick and Kirkpatrick model pertains to evaluating the degree
faculty will apply culturally relevant pedagogical practices to their course design and instruction
(Kirkpatrick and Kirkpatrick, 2016). According to Mayer, a cognitive view suggests that changes
in knowledge can be inferred from observing behavior. Smith and Ragan (2005) described the
application of new knowledge and skills to real-life and future tasks as the process of transfer.
This knowledge acquisition is similar to behavioral learning, which involves changing the
learner’s behavior (Schunk, 2020). The institutions’ curriculum provides a blend of cognitive and
behavioral learning, which can be evaluated. Kirkpatrick and Kirkpatrick identify behavior as
Level 3 and describe it as the most important level for evaluation.
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Critical Behaviors Required to Perform the Course Outcomes
The new world model (Kirkpatrick & Kirkpatrick, 2016) considers Level 3 the most
critical component of the four levels because it promotes monitoring and improvement of a
program based on constant evaluation of critical behaviors that the stakeholder, in this case,
instructors, must demonstrate. Kirkpatrick and Kirkpatrick (2016) contended that a few critical
behaviors influence the results identified in Level 4. If performed consistently, critical behaviors
have the most significant impact on Level 4 results (Kirkpatrick & Kirkpatrick, 2016). Specific,
observable, and measurable behaviors are best identified for evaluation purposes. Table 9
indicates the critical behaviors for ensuring proper monitoring and improvement of this course.

Table 9
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric Method Timing
Given the need to
provide instruction
in a community
college classroom,
the learner will be
able to articulate
their positionality
and the meaning of
CRP.

The number of times
positionality is articulated.
Self-report during
department meetings.
Monthly
When creating
coursework for
community college
classrooms, the
learner will be able
to apply culturally
relevant pedagogical
practices in their
daily lesson plans.
The number of lessons
containing culturally
relevant pedagogical
practices.

Self-report during
department meetings.
Monthly

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Required Drivers
Required drivers such as reinforcing, encouraging, rewarding, and monitoring are key to
motivating faculty changes or critical behaviors to achieve learning outcomes (Kirkpatrick &
Kirkpatrick, 2016). To promote and support critical behaviors among participants following
professional development Flex Week, SCCC plans for several drivers, contingent on approval
from the administration and availability of resources. Table 10 outlines the methods, timing, and
supported critical behaviors. The institution will monitor improvement in academic achievement
and enrollment of minoritized and low-SES learners and reward culturally relevant pedagogical
practices by acknowledging participants’ efforts and achievements.

Table 10
Required Drivers to Support Critical Behaviors
Methods Timing
Critical behaviors
supported
1, 2, 3 etc.
Reinforcing
Providing culturally relevant
pedagogical practices master list
to reinforce procedures taught in
the course
Review during monthly
department meetings
1, 2
Instructional lesson plan template
to serve as a job aid
Review during monthly
department meetings.
Ongoing
1, 2
Department chair feedback
provided to faculty during the
Flex Week synchronous in-
person sessions
Review during monthly
department meetings.
1, 2
Department chair and peer
feedback and faculty
collaboration
Review during monthly
department meetings.
1, 2
Sharing best practices among
peers
During monthly department
meetings.
1, 2
Peer support groups During monthly department
meetings.
1, 2
65

Methods Timing
Critical behaviors
supported
1, 2, 3 etc.
Encouraging
Department chair meetings to
discuss student performance and
lesson plans
During monthly department
meetings.
1, 2, 3
Instructors engage in creating and
updating their lesson plans.

Review during monthly
department meetings.
1, 2, 3
Rewarding
Recognition of instructors who
have implemented culturally
relevant pedagogical practices
in their lesson plans
During monthly department
meetings
1, 2
Community college recognizes
faculty impact.
End-of-the-semester staff
and faculty recognition
meeting

1, 2
Monitoring
Faculty self-monitor designing
and updating lesson plans with
culturally relevant pedagogical
practices.
Review during department
monthly meetings.
1, 2
Conduct a survey of the
implementation of culturally
relevant pedagogical practices
in lesson plans.
End-of-the-semester
department meeting
1, 2

Organizational Support
Kirkpatrick and Kirkpatrick (2016) stated that these drivers are essential to changing
critical behaviors following training and must be implemented as an integrated package. For
these behaviors’ implementation, Kirkpatrick and Kirkpatrick stated that the institution must
support the learners in demonstrating new knowledge. This support comes from the
administrators, mentors, and fellow faculty. With this support, learners will exhibit the critical
behaviors outlined in Table 8 and ultimately reach the curriculum’s internal and external
66

outcomes. This might include financial support from administrators through end-of-the-semester
recognition of faculty who implemented culturally relevant pedagogical practices.
Administrative support might also include stipends for mentor teachers and instructors who
review and submit their lesson plans for other instructors to review. Funding might be available
through the renewed COVID-19 relief monies the state and federal government provides.
Level 2: Learning Objectives
Mayer (2011) attributed observable behavior changes to knowledge changes. Kirkpatrick
and Kirkpatrick (2016) provided additional details, including knowledge, skills, and attitude
changes in their definition of learning. The Kirkpatrick model added confidence and
commitment to emphasize motivational factors in bringing about behavioral changes integral to
the goal of training at an institution. Kirkpatrick and Kirkpatrick (2016) viewed learning as a
means to improve performance and contribute to the institution’s mission. Learning objectives,
as defined by Smith and Ragan (2005), describe what learners should be able to do after
completing each unit of the training. The terminal learning objectives in the following section
describe the subparts of the learning goals.
Terminal and Enabling Learning Objectives
After completing the professional development session during Flex Week, faculty will be
able to demonstrate the critical behaviors in Table 7 and achieve the following terminal learning
objectives:
1. Unit 1: Define positionality and CRP in education.
a. Terminal objective
67

i. Given the need to provide instruction in a community college
classroom, the learner will be able to articulate their positionality and
the meaning of pedagogy.
ii. Enabling objectives
1. Given a community college classroom, learners will be able to
explain the meaning of positionality (Declarative)
2. Given a community college classroom, learners will be able to
explain the meaning of epistemology (Declaration)
3. Given a community college classroom, learners will be able to
explain the meaning of CRP as defined in the literature.
(Declarative)
4. Given the need to value culturally relevant instruction, learners
will be able to give three reasons why positionality is essential
(Cognitive)
5. Given a list of teaching strategies, learners will be able to
explain why learners selected at least three culturally relevant
teaching strategies. (Intellectual)
6. Intellectual Skills (knowing how)
a. Given a master list of culturally relevant teaching
strategies, culturally relevant curriculum learners will
identify at least three strategies and incorporate them
into a lesson plan.
7. Cognitive Strategies (learning how to learn):
68

a. Given culturally relevant learning strategies, learners
will apply at least three strategies in their lesson plans.
b. Assess the effectiveness of culturally relevant
strategies.
8. Attitudes
a. Choose to define their positionality.
b. Choose to define epistemology.
c. Choose to apply culturally relevant strategies.
d. Confidence to persist in applying culturally relevant
strategies.
e. Choose to engage in active listening.
2. Unit 2: Identify principles of culturally relevant pedagogical and apply CRP practices
in the classroom.
a. Terminal objective
i. When creating coursework for community college classrooms, the
learner will be able to apply culturally relevant pedagogical practices
in their daily lesson plans.
ii. Enabling objectives
1. Given a community college classroom, learners will be able to
explain the meaning of culturally relevant pedagogical
principles as defined in the literature. (Declarative)
69

2. Given their lesson plan, the learners will be able to list at least
three CRP appropriate for the lesson plan content.
(Declarative)
3. Given a list of teaching strategies, learners will be able to
explain why learners selected at least three CRP strategies.
(Intellectual)
4. Given the need to value a building sense of belonging in the
classroom, learners will be able to give three reasons why
value-affirmation interventions are essential in the classroom.
5. Intellectual skills (“knowing how”):
a. Given a master list of CRP practices and techniques,
learners will identify at least three strategies in their
lesson plan.
6. Cognitive strategies (learning how to learn)
a. Given a list of CRP practices and techniques, learners
will apply at least three strategies in their lesson plan.
b. Assess the effectiveness of CRP strategies in their
classroom.
7. Attitudes
a. Choose to build a sense of belonging and community in
the classroom.
b. Confidence to persist in building a sense of belonging
and community in the classroom.
70

c. Choose to engage in active listening.
Components of Learning Evaluation
To evaluate whether learning is taking place, Kirkpatrick and Kirkpatrick (2016)
recommended measuring the knowledge, skills, attitudes, confidence, and commitment to the
programs based on the learners’ participation. These evaluation methods serve as the bridge from
learning to behavior and, ultimately, results. For this curriculum, the goal is to equip learners to
be reflective in their pedagogy regarding cultural relevance in their lesson plans. Formative and
summative methods must be used to evaluate knowledge, skills, attitudes, confidence, and
commitment. Table 6 outlines this curriculum’s evaluations, methods, and timing to measure the
learning components.

Table 11
Evaluation of the Components of Learning for the Program
Methods or activities Timing
Declarative knowledge: “I know it.”
Asynchronous checks on learning Periodically during the asynchronous lesson
Completion on discussion board Periodically during the asynchronous lesson
Procedural skills: “I can do it right now.”
Employ CRP strategies master list in lesson
plans
During the synchronous professional
development sessions
Observations and evaluations by the
department chair
During and after the professional development
sessions
Learners practice the steps for applying
culturally relevant pedagogical practices to
their lesson plans and instructions
During and after
Attitude: “I believe this is worthwhile.”
Discussions about positionality,
epistemology, and how it relates to cultural
relevance in their classroom
During the Flex Week professional
development sessions
Discussion about CRP in small and large
groups
During the Flex Week professional
development sessions

71

Methods or activities Timing
Confidence: “I think I can do it on the job.”
Discussions about implementation strategies During the Flex Week professional
development sessions
Reflective Journal Before, during, and after the Flex Week
professional development sessions

Commitment: “I will do it on the job.”
Instructional lesson plans During and after the Flex Week professional
development sessions
Reflective journal Before, during, and after the Flex Week
professional development sessions
Facilitator will conduct focus group
interviews
Six months after the conclusion of the Flex
Week professional development sessions

Cognitive strategies
Facilitator observations of participants
during in-person Flex Week professional
development sessions
At least once during each professional Flex
Week development sessions
Reflective journal entries At least twice during the Flex Week
professional development sessions and once
a week during the semester
Collaborative discussions during Flex Week
professional development sessions
At least twice during each Flex Week
professional development session

Level 1: Reaction Satisfied Find Value Measuring Attitudes
Kirkpatrick and Kirkpatrick (2016) described Level 1 reaction evaluation as measuring
participants’ views on the degree to which the training is engaging, relevant, and satisfying to
their position. These reactions will be monitored quantitatively and qualitatively throughout the
Flex Week professional development sessions. Results will be employed to make changes to the
training. Table 12 indicates the methods and timing of conducting Level 1 evaluations.

72

Table 12
Components to Measure Reactions to the Program
Methods Timing
Engagement
Learners continue to progress through
Canvas modules
During Flex Week professional development
sessions
Pre and post-survey Before and after Flex Week professional
development sessions
Relevance
Facilitator listening in on learners’
conversations
During Flex Week professional development
sessions
Customer satisfaction
Survey End of Flex Week professional development
sessions
Focus groups Six months after Flex Week professional
development sessions

Evaluation Tools
When designing evaluation instruments, it is imperative to ensure that survey items and
open-ended questions accurately measure respondents’ perceptions based on their responses
(Kirkpatrick & Kirkpatrick, 2016). As such, Kirkpatrick and Kirkpatrick (2016) proposed
incorporating a blended approach where survey instruments and individual survey items are
designed to measure dimensions from Level 1 through Level 4 evaluation. For the professional
development curriculum for faculty, an evaluation instrument that focuses on Levels 1 and 2 will
be administered immediately following the implementation. Additionally, another instrument
designed to capture Levels 1 through 4 data will be administered within a designated period after
program implementation. This section describes evaluation tools that are to be used for this
curriculum. The evaluation tools are provided in the evaluation instruments in Appendices D and
E.
73

Immediately Following the Program Implementation
Kirkpatrick and Kirkpatrick (2016) encourage evaluation of the complete program
immediately following program implementation, in this program, during Flex Week. A reaction
and learning evaluation must be conducted to measure whether learners demonstrate the
program’s value, confidence, and relevance as well as the desired declarative and procedural
knowledge. Therefore, a two-item evaluation tool, shown in Appendix D, will be used to
evaluate learners’ knowledge of the elements of culturally relevant pedagogical teaching and
their skill in implementing it in their lesson plans and instruction.
Delayed for a Period After the Program Implementation
Kirkpatrick and Kirkpatrick (2016) stated that it is critical to evaluate all four levels after
some time has passed following the program. As learners enter their specific teaching contexts,
additional evaluation is needed to measure the curriculum’s effectiveness at each of the four
levels. Approximately 4 months after concluding the Flex Week session, an evaluation survey
will be administered evaluating Level 3 and Level 4 the semester after the Flex Week
professional development sessions. The 4-month or semester-long gap will give participants time
to incorporate knowledge and skills gained. Additionally, the survey instrument will contain
measures to assess long-term impacts from Level 1 and Level 2. Results from pre and post-
surveys will be assessed as part of Level 3 and Level 4 outcomes. A combination of the Likert
scale and open-ended questions are included. Appendix E shows that the evaluation tool will also
give learners time to correct and support faculty to reach the desired behaviors and outcomes.
74

Data Analysis and Reporting
Evaluation instruments for Levels 3 and 4 will yield quantitative and qualitative data. The
primary qualitative data sources are open-ended surveys and focus group questions that capture
respondent perceptions. Answers to these questions will be compiled and coded based on
themes. Sources for quantitative data include responses to questions that rate responses on a
Likert scale collected to measure program outcomes. A dashboard format that visually presents
both the qualitative and quantitative data will facilitate the analysis and interpretation of the data
sets. Kirkpatrick and Kirkpatrick (2016) recommended that the dashboards focus on displaying
data reflecting Levels 3 and 4. Kirkpatrick and Kirkpatrick (2016) recommended asking and
getting answers to three key questions: (a) Does the training meet expectations? (b) If not, why
not? And (c) If so, why? The purpose of the data dashboard is to visually display data in a
manner that leads to its meaningful interpretation to answer these three questions. Finally, to
evaluate the facilitators’ reliability in the implementation and effectiveness of the sessions, data
will be collected and analyzed during and after curriculum implementation.
Figures 2 and 2 are two CRP success dashboards from fictitious data for Level 4 internal
and external outcomes. The raw data in Table 13 is from the 2022-23 to 2024-25 fiscal years,
indicating an increase in faculty completing the Flex Week professional development sessions,
which are Level 4 internal outcomes. As indicated in Table 13, this increase in faculty
completing the sessions coincides with increased student enrollment and completion.

75

Figure 2
CRP Success Dashboard for Level 4 Outcomes

Figure 3
Percentage Increase of Student Completions by Fiscal Year for Level 4 Outcomes

76

Table 13
Raw Data for the Number of Faculty Who Completed Flex Week CRP in Correlation to Increase
of Student Enrollment and Completion
Fiscal year
Faculty who completed Flex Week
CRP sessions
% increase
enrollment Student completions
2022–23
0
-3 125
2023–24
23
2 350
2024–25
49
5 900

77

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Appendix A: Course Overview
This course aims to train community college faculty on culturally relevant pedagogy in
the community college classroom. The first part, Appendix A, is the course overview of two
units, each with an asynchronous and synchronous portion curriculum based on the Clark &
Estes (2008) framework to diagnose and solve performance problems through the lens of
knowledge, motivation, and organization/culture. The course overview will be presented
asynchronously through the Canvas Instructure learning management system. The second part,
Appendix B, is the Lesson Overviews for Units One and Two, each with an asynchronous
component and synchronous in-person component to be taught during professional development
Flex Week sessions. The third section, Appendix C, is the lesson activities, design, and materials
for Unit 1b and Unit 2b. The last two sections, Appendix D and Appendix E, are the immediate
and delayed evaluation items.
Course Overview Materials
The materials required to deliver the course include
● access to a computer with internet
● access to the course in the Canvas Instructure learning management system (LMS)
● video, document processing, and presentation software
Learner Characteristic Accommodations
Learners are adults who are motivated to learn about culturally relevant pedagogy but
may not have the confidence or skills. As adult learners, the practicality and usefulness of the
training must be emphasized throughout the professional development sessions. All lesson
materials will be available on Canvas Instructure created for this course and its participants.
86

Facilitator’s Notes
To informally assess their prior knowledge, before beginning professional development,
ask questions of your learners relating to their prior experience with their positionality,
pedagogy, and cultural relevance; their knowledge of these subjects and any teaching or
pedagogy courses.

Table A1
Instructional Activities for the Course Overview
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner
action/
decision
generative)
Introduction 5 Welcome and
introduction,
including naming
personal pronouns.
Review
asynchronous
material.
The instructor will
introduce
themselves,
including their
personal
pronouns.
Learners will
engage and
actively listen
to the
introduction.
Course goal 5 Introduce the course
goal and outcomes.
Present the course
goal and
outcomes.
Learners will
connect and
actively listen
to the
introduction.
Reasons for
the course
5 The course has been
constructed to
improve learning
and outcomes for
participants who
want to become
culturally relevant
instructors. The
risks and benefits
are also outlined.

The instructor will
go over the
reasons for the
course and will
ask learners to
describe the
value of the
course and
confidence in
achieving the
goal and
Learners will
list in their
reflective
journal how
each course
outcome
applies to
personal goals
and reasons
for taking the
course.
87

Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner
action/
decision
generative)
Benefits:
Developing cultural
awareness and
competence
Better CRP classroom
practices and daily
instruction to
improve student
engagement and
achievement
Risks avoided:
Introducing bias into
the delivery of
instruction.
Creating a cultural
divide or
misunderstandings
in the classroom.
Presenting instruction
to students who are
unable to relate to
the content and thus
become disengaged.
outcomes. The
reflective journal
will also be
introduced to
learners.

Course
overview
15 Preview the two units
in the course using
a visual
representation to
provide a mental
image of what the
course will cover
in each unit. See
Figure A1.
Preview the
overview of the
learning activities
for all units: new
terms and
concepts,
demonstrations,
and opportunities
The instructor will
review the
course overview
handout that
outlines each
unit within the
course. See
Figure A1. The
instructor will
also review the
Canvas
Instructure
content structure
for the course,
which is where
all course
Learners will
review the
overview
handout,
access Canvas
Instructure on
their laptops,
and ask any
clarifying
questions.
88

Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner
action/
decision
generative)
for practice and
feedback.
materials will be
housed.
Total time 30

89

Visual Overview of the Units
The graphic shown in Figure A1 was created by the author using Microsoft Office
software, PowerPoint. The two units, each with an asynchronous and synchronous modality, are
represented in the figure. The modules in this figure represent the planned learning experiences
in the curriculum.

Figure A1
Visual Overview of the Units

90

Appendix B: Lesson Overviews
This section contains the lesson overviews for the curriculum. The overviews contain
the terminal objectives, the prerequisite knowledge or enabling objectives, and the overview
of the learning activities. A summative assessment for each unit of instruction is also described.
Unit 1a: Articulate Their Positionality and the Meaning of Culturally Relevant Pedagogy in
Education (Asynchronous Session)
This is the first unit in a 2-unit course to prepare community college faculty with the
knowledge and skills to implement culturally relevant pedagogical practices in the classroom.
The purpose of this asynchronous unit is to prepare faculty to be able to articulate their
positionality and define culturally relevant pedagogy.
Terminal Objective
The terminal learning objective for this unit is, when given the need to provide
instruction in a community college classroom, the learner will be able to articulate their
positionality and the meaning of culturally relevant pedagogy.
Prerequisite Analysis (Enabling Objectives)
● Identify the major components of culturally relevant pedagogy.
● Choose to use culturally relevant pedagogical practices.
● Persist in explaining culturally relevant pedagogy.
Asynchronous Learning Activities via Canvas Instructure
● Introductions via Canvas Discussion boards, attention activities, and learning
objective review, assess prior knowledge of the meaning of positionality and
culturally relevant pedagogy.
91

● Teach any necessary prerequisite knowledge by providing definitions, examples, and
non-examples.
● Provide opportunities for learners to generate their own examples and non-examples.
● Model the procedure for analyzing positionality and culturally relevant pedagogical
practices in their lesson plans and instruction.
● Provide practice and feedback in evaluating how the power dynamics between
students and faculty influence positionality.
● Provide opportunities to transfer knowledge to reflect on positionality and culturally
relevant pedagogical practices in the classroom.
● Ask faculty to write a reflection of their definitions of positionalitiy and CRP in their
digital journals.
Summative Assessment to be completed asynchronously via Canvas Instructure
● Faculty will articulate the major characteristics of culturally relevant pedagogy.
● Faculty will be given questions to consider for positionality and how classroom
policies and culturally relevant pedagogical education influence their positionality
toward minoritized students from low SES backgrounds.

92

Unit 1b: Articulate Their Positionality and the Meaning of Culturally Relevant Pedagogy
in Education (Synchronous In-Person Session)
This is the first unit in a 2-unit course to prepare community college faculty with the
knowledge and skills to implement culturally relevant pedagogical practices in the classroom.
The purpose of this in-person unit is to prepare faculty to be able to articulate their positionality
and define culturally relevant pedagogy in a professional development session during Flex
Week.
Terminal Objective
Given the need to provide instruction in a community college classroom, the learner will
be able to articulate their positionality and the meaning of culturally relevant pedagogy.
Prerequisite Analysis (Enabling Objectives)
● Recognize the components of culturally relevant pedagogy.
● Choose to use culturally relevant pedagogical practices.
● Persist in explaining culturally relevant pedagogy.
In-person Learning Activities
● After in-person introductions, attention activities, and learning objective review, the
instructor will assess prior knowledge of the meaning of positionality and culturally
relevant pedagogy with a quiz in Canvas Instructure
● Review any necessary prerequisite knowledge by providing definitions, examples,
and non-examples.
● Provide opportunities for learners to generate their own examples and non-examples.
● Model the procedure for analyzing positionality and culturally relevant pedagogical
practices in their lesson plans and instruction.
93

● Provide practice and feedback in evaluating how the power dynamics between
students and faculty influence positionality.
● Provide opportunities to transfer knowledge to reflect on positionality and culturally
relevant pedagogical practices in the classroom.
● Ask faculty to write their reflections in their journals.
Summative Assessment
Given questions to consider for positionality, faculty will identify how to articulate their
positionality and the meaning of culturally relevant pedagogy. Faculty will write down a
positionality statement which will also name their biases.

94

Unit 2a: Identify Principles of Culturally Relevant Pedagogical and Apply CRP Practices
in the Classroom (Asynchronous Session)
This is the second unit in a 2-unit course to prepare community college faculty with the
knowledge and skills to implement culturally relevant pedagogical practices in the classroom.
The purpose of this asynchronous unit is to prepare faculty to be able to identify principles of
culturally relevant pedagogical and apply CRP practices in the classroom.
Terminal Objective
The terminal learning objective for this unit is, when given the need to provide
instruction in a community college classroom, the learner will be able to identify principles of
culturally relevant pedagogical and apply CRP practices in the classroom.
Prerequisite Analysis (Enabling Objectives)
● Identify the components of culturally relevant pedagogy.
● Apply the steps to create lesson plans that reflect at least three culturally relevant
pedagogical practices
● Persist in explaining and identifying principles of culturally relevant pedagogy.
● Reflect on how culturally relevant pedagogical practices build community and a sense
of belonging by keeping a journal.
● Choose to apply at least three culturally relevant pedagogical practices in a lesson
plan
Asynchronous Learning Activities via Canvas Instructure
● After introductions and attention activities and learning objectives, assess prior
knowledge of culturally relevant pedagogy.
● Teach any necessary prerequisite knowledge by providing definitions and examples
95

and non-examples.
● Provide opportunities for learners to generate their own examples and non-examples.
● Model the procedure for identifying at least three culturally relevant pedagogical
strategies in their lesson plan.
● Model the procedure for forming to apply at least three strategies in their lesson plan.
● Model the procedure for using the steps for creating or modifying lesson plans that
reflect culturally relevant pedagogical practices
● Provide practice and feedback for using the steps for creating or modifying lesson
plans that reflect at least three culturally relevant pedagogical practices
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask faculty to write a reflection of their definitions of positionalitiy and CRT in their
digital journals.
Summative Assessment to be completed asynchronously via Canvas Instructure
Teachers will articulate what is culturally relevant pedagogical practices and start to
modify or create a lesson plan they have used before or plan to use in the future.

96

Unit 2b: Identify Principles of Culturally Relevant Pedagogical and Apply CRP Practices
in the Classroom (Synchronous Workshop)
This is the second unit in a 2-unit course to prepare community college faculty with the
knowledge and skills to implement culturally relevant pedagogical practices in the classroom.
The purpose of this in-person unit is to prepare faculty to be able to identify principles of
culturally relevant pedagogical and apply CRP practices in the classroom in a professional
development session during Flex Week.
Terminal Objective
The terminal learning objective for this unit is, when given the need to provide
instruction in a community college classroom, the learner will be able to identify principles of
culturally relevant pedagogical and apply CRP practices in the classroom.
Prerequisite Analysis (Enabling Objectives)
● Identify the components of culturally relevant pedagogy.
● Apply the steps to create lesson plans that reflect at least three culturally relevant
pedagogical practices
● Persist in explaining and identifying principles of culturally relevant pedagogy.
● Reflect on how culturally relevant pedagogical practices build community and a sense
of belonging by keeping a journal.
● Choose to apply at least three culturally relevant pedagogical practices in a lesson
plan
In-person Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of culturally relevant pedagogy with a quiz in Canvas.
97

● Review any necessary prerequisite knowledge by providing definitions and examples,
and non-examples.
● Provide opportunities for learners to generate their own examples and non-examples.
● Model the procedure for identifying at least three culturally relevant pedagogical
strategies in their lesson plan.
● Model the procedure for forming to apply at least three strategies in their lesson plan.
● Model the procedure for using the steps for creating or modifying lesson plans that
reflect culturally relevant pedagogical practices
● Provide practice and feedback for using the steps for creating or modifying lesson
plans that reflect at least three culturally relevant pedagogical practices
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflections in their journals.
Summative Assessment
Teachers will articulate what is culturally relevant pedagogical practices and complete
modifying or creating a lesson plan they will use in the future.

98

Appendix C: Lesson Activities, Design, and Materials
This section consists of two lesson plans, Unit 1b, and Unit 2b. Each lesson plan contains
learning activities and design. Each lesson’s materials are also included in this section.
Unit 1b: Articulate Their Positionality and the Meaning of Culturally Relevant Pedagogy
in Education (Synchronous In-Person Session)
This is the first unit in a 2-unit course to prepare community college faculty with the
knowledge and skills to implement culturally relevant pedagogical practices in the classroom.
The purpose of this in-person unit is to prepare faculty to be able to articulate their positionality
and define culturally relevant pedagogy. This unit takes approximately 60 minutes in an in-
person session during professional development Flex Week.
Terminal Objective
The terminal learning objective for this unit is, when given the need to provide
instruction in a community college classroom, the learner will be able to articulate their
positionality and the meaning of culturally relevant pedagogy.
Enabling Objectives
● Declarative (“knowing that”)
○ Knowing what positionality is.
○ Knowing what it means to build community.
○ Knowing what is cultural relevance in education.
○ Knowing what pedagogy is.
● Intellectual skills (“knowing how”)
○ How to identify teaching strategies using pedagogical practices.
○ How to apply teaching strategies using pedagogical practices.
99

○ How to apply cultural relevance in the classroom.
● Cognitive strategies (“learning how to learn”):
○ Monitoring knowledge on identifying pedagogical practices.
○ Evaluating the effectiveness of pedagogical practices.
○ Learners will complete a self-assessment questionnaire to determine their
effectiveness in applying pedagogical strategies in the classroom.
● Attitudes
○ Value the meaning of positionality and epistemology.
○ Value building community in the classroom.
○ Value cultural relevancy in the classroom.
○ Value applying pedagogical practices.
○ Be confident they can apply pedagogical practices.
○ Value active listening.
The unit will take approximately 60 minutes of in-person learning during professional
development Flex Week.
Summative Assessment
● Given questions to consider for positionality, faculty will identify how classroom
policies and culturally relevant pedagogical practices influence their positionality
toward minoritized students from low SES backgrounds.
● Faculty will write down a positionality statement which will also name their biases.
Using this statement, faculty will begin to modify or create a lesson plan they have
used before or plan to use in the future.
100

Lesson Materials
● Unit 1 PowerPoint presentation
● checklist for prior knowledge
● checklist for positionality statement
● laptop
● digital reflective journal
Learner Characteristic Accommodations
Learners are adults who are motivated to learn more about culturally relevant
pedagogical practices and want to incorporate CRP into their daily lessons, but may not have
the confidence or skills to do so. As adult learners, the practicality and usefulness of the course
must be emphasized throughout. All lesson materials will be available on the Canvas
Instructure learning management system for this session.
Facilitator’s Notes
Discussing positionality and cultural relevancy in the classroom could be
uncomfortable, so it is crucial for the instructor to adjust participant sharing and discussion as
needed. Participants should have completed the asynchronous course introduction and prior
knowledge assessment. It should be assumed that not every participant completed the
asynchronous module and that the material should be succinctly reviewed during the lesson.
All lesson plans and materials will be housed on the Canvas Instructure learning management
system for this professional development session, and all learning activities can be found below
in Table C1. Ask students to write what is their definition of CRP in their digital reflective
journal.

101

Table C1
Unit 1b Instructional Activities
Instructional
sequence
Time
min.
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
5 Review major
characteristics of
culturally relevant
pedagogy from
the asynchronous
material.
Assess prior
knowledge by
asking
participants to
write down as
many of the
major
characteristics of
culturally
relevant
pedagogy they
can remember
from the
asynchronous
material.
Participants
should have
completed the
asynchronous
material prior to
the start of this
unit.
Once learners have
completed their
list, give learners
the prior
knowledge
check-off sheet to
compare what
they wrote. Ask
for participant
volunteers to
name each major
characteristic of
culturally
responsive
teaching.

Ask learners to
complete the prior
knowledge check
by writing down
as many of the
major
characteristics of
culturally relevant
pedagogy that
they can
remember from
the asynchronous
material.
Ask learners to
compare what
they wrote to the
prior knowledge
check sheet.
Ask learners to
engage in
discussion
regarding the major
characteristics of
culturally relevant
pedagogy.
Encourage learners
to ask any clarifying
questions based on
the prior knowledge
check.
102

Instructional
sequence
Time
min.
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Clarify any
misconceptions
and answer any
participant
questions.
Learning
objectives
5 Instructor will share
the unit learning
objective:
Given the need to
develop
instruction with
culturally relevant
pedagogical
practices, faculty
acknowledge and
incorporate their
own positionality
into their daily
lesson plans.
Share with
participants the
lesson learning
objective.
Ask learners to take
note of the
objectives of the
lesson.
Ask learners if they
have any
questions about
the objectives.
Reasons
for
learning
- Benefits
- Risks
5 The purpose for
learning and risks
and benefits
associated with
the lesson are
reviewed and
discussed.
Benefits: The ability
to examine biases
that may impact
instruction.
The ability to design
and deliver lessons
with culturally
relevant
pedagogical
practices.
Naming
positionality can
create a brave
space in the
classroom for
students to also
Share the benefits
of learning about
implicit and
explicit biases,
and positionality
is beneficial to
their teaching.
Share what
potential risks
they perceive in
learning about
biases, and
positionality is
beneficial to their
teaching.

Ask learners to
share what
benefits they see
as being a reason
to learn about
culturally relevant
pedagogy and
positionality. Ask
learners to share
why learning
about these things
is beneficial to
their teaching.
Ask participants to
share potential
risks of focusing
on culturally
relevant
pedagogical
practices, and
positionality.

103

Instructional
sequence
Time
min.
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
share their
positionalities.
Risks avoided: Biased
instruction can lead
to inequity in
outcomes,
especially for
marginalized
populations.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)

10
Lesson overview
that includes a
brief content
outline and an
overview of the
approach to
instruction.
Review of the
enabling
objectives.
Review of prior
knowledge of the
enabling
objectives:
culturally relevant
pedagogy, and
positionality.
Presentation of new
knowledge with a
brief overview of
the meaning of
culturally relevant
pedagogy and
positionality.
Presentation of
procedures for
identifying and
explaining how
positionality is
formed, how to
identify culturally
relevant
pedagogical
practices, and
Share the location
of the unit within
the course using
Figure A1. Show
the agenda with
the participants
and project it on
the screen.
Participants will
also be given the
course overview
handout.
Describe new
knowledge that
will be learned
and conclude
with the learning
strategies that
will be followed
in the lesson.
Answer any
clarifying
questions.

Ask learners to
listen as the
instructor shares
the agenda
(overview) of
what is to come in
the lesson.
Ask for any
clarifying
questions.
104

Instructional
sequence
Time
min.
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
identifies how
these three things
impact instruction
and relationships
in daily lessons.
Reference the
article by Douglas
and Nganga
(2018) and Racial
Equity Tools
(2021).
Brief overview of
end-of-lesson
assessment.
Prerequisite
knowledge

20
The meaning of
culturally relevant
pedagogy and
positionality and
how they relate to
instructors
creating and
delivering
lessons.
Participants
elaborate on this
information by
thinking about
how it might
apply to their
jobs.
Present and review
the meaning of
bias and
positionality
referring to the
article by
Douglas and
Nganga (2018)
and Racial Equity
Tools (2021).
Provide examples
and non-
examples.
Ask participants if
they have any
further questions
regarding the
asynchronous
course material.

Ask learners to draw
on the information
they learned from
the asynchronous
material as well as
their own
experiences to
create examples
and non-
examples.
Ask learners to
provide examples
and non-
examples. Identify
gaps in prior
knowledge to
address in the
following
sections.
Ask learners for any
clarifying
questions and let
them know that
they will access
all lesson
materials through
Canvas
Instructure.
105

Instructional
sequence
Time
min.
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Learning
guidance
- Lecture
- Demo.

20
Model creating a
positionality
statement and
how to modify a
lesson plan using
the positionality
statement and
checking for
potential bias.
Demonstrate the
guidelines outlined
in the slides to
compose a
positionality
statement as a
model for
participants.
Tell learners that they
will use that
positionality
statement as well as
the guidelines for
identifying bias to
identify three
culturally relevant
pedagogical
practices.
Ask learners to
follow along
using the checklist
as the instructor
composes their
positionality
statement. They
will also take
notes as the
instructor
demonstrates how
to modify a lesson
plan incorporating
the positionality
statement and
examining for
bias.
Practice and
feedback

20
Create a
positionality
statement and
take the Implicit
Association Test
(IAT) to identify
bias from Harvard
University.
Using the check-off
sheet formed
from the readings
of Douglas and
Nganga (2018),
evaluate that each
participant’s
positionality
statement
contains all
necessary
components.
Ask learners to
create a
positionality
statement using
the guidelines
presented.

Ask learners to take
the IAT as a
practice to
identify bias.
Authentic
assessment
20 Faculty will write
down a
positionality
statement which
will also name
their biases. Using
this statement,
they will begin to
identify three
culturally relevant
pedagogical
practices for a
future lesson plan.
Using the check-off
sheet formed
from the readings
of Douglas and
Nganga (2018),
give feedback to
participants as
they identify
three culturally
relevant
pedagogical
practices for a
Ask learners to
modify an
existing or create
a new lesson plan
incorporating
positionality and
identifying
possible areas of
bias that could
impact
instruction.
106

Instructional
sequence
Time
min.
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
future lesson
plan.
Retention
and transfer
5 Participants will
identify three
culturally relevant
pedagogical
practices before
the next lesson
and identify a
lesson plan for the
next unit.
Remind participants
to write their
reflections after
identifying three
culturally
relevant
pedagogical
practices. They
should reflect on
why they chose
the three
practices.
Ask learners to
document three
culturally relevant
pedagogical
practices in their
reflective
journals. They
will bring their
reflections to the
next lesson and
share their
experiences to
start or modify a
lesson plan in
Unit 2.
Big ideas

5 The key takeaways
are discussed:
Why is it essential
to be able to
identify culturally
relevant
pedagogical
practices and
positionality?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson.

Ask learners to write
their big idea in
their reflective
journals and
voluntarily share
out with the rest
of the participants.
Advance
organizer
for the next
unit
5 The instructor will
explain the next
unit.
Thank learners for
their
participation.
Explain the
importance of
identifying the
goals and
outcomes of
instruction.
Ask learners to think
about the
importance of
identifying the
goals and
outcomes of
instruction.

Total Time 120

107

Unit 1b: Faculty Checklist for Prior Knowledge Assessment
Check off the instances below that were included in the list you wrote down at the
beginning of the in-person professional development class.
1. A solid knowledge base about cultural diversity and cultural competence
2. Culturally relevant curricula.
3. High expectations for all students.
4. An appreciation for different communication styles.
5. The use of multicultural instructional examples.
6. Valuing community languages and practices.
7. Student and community agency and input.
8. Building strong relationships or learning partnerships.
9. Recognizes the rich and varied cultural wealth, knowledge, and skills of
diverse students

10. Seeks to develop dynamic teaching practices and multicultural content, with
multiple means of assessment

11. Nurtures students’ academic, social, emotional, cultural, psychological, and
physiological well-being

12. Involves support and input from parents, caregivers, grandparents, and
community members

13. Puts learning in context for students who can connect a topic to their current
lives or community

108

Unit 1b: Checklist for Positionality Statement
The definition of positionality, according to Douglas and Nganga (2018) is: how one is
situated through the intersection of power and the politics of gender, race, class, sexuality,
ethnicity, culture, language, and other social factors
As you create your positionality statement, use the list below to guide you, and check off
at least four items. It is important to note that this is not a comprehensive list but a guide.
Gender Write your positionality statement in the space below:
Age
Race
Class
Sexuality
Ethnicity
Culture
Religion
Language
Occupation
Socio-economic
status

Other social
factors

109

Unit 1b: Flex Week Professional Development Slides

110

111

Slide 2 Facilitator Notes

Gain attention

Time: 5 minutes

Instructor: Review major characteristics of culturally relevant pedagogy from the
asynchronous material. Ask learners to complete the prior knowledge check by writing down
as many of the major characteristics of culturally relevant pedagogy that they can remember
from the asynchronous material. Ask learners to compare what they wrote to the prior
knowledge check sheet. Ask learners to engage in discussion regarding the major
characteristics of culturally relevant pedagogy. Ask for participant volunteers to name a major
characteristic of culturally relevant pedagogical teaching. Encourage learners to ask any
clarifying questions based on the prior knowledge check.

Participants: Ask learners to complete the prior knowledge check by writing down as many of
the major characteristics of culturally relevant pedagogy that they can remember from the
asynchronous material. Ask learners to compare what they wrote to the prior knowledge check
sheet. Ask learners to engage in discussion regarding the major characteristics of culturally
relevant pedagogy. As a whole group, learners will engage in discussion regarding the major
characteristics of culturally relevant pedagogy and ask any questions they may have based on
the prior knowledge check.

112

Slide 3 Facilitator Notes

Learning objectives

Time: 5 minute

Instructor: Share the unit learning objective: Given the need to develop instruction with
culturally relevant pedagogical practices, faculty acknowledge and incorporate their own
positionality into their daily lesson plans.

Participants: Learners will take note of the objectives of the lesson and ask any clarifying
questions.

113

Slide 4 Facilitator Notes

Reasons for learning
Time: 5 minutes

Instructor: State the purpose for learning and risks and benefits associated with the lesson are
reviewed and discussed. Ask learners to take a moment to read the slide on their own.

Benefits:
● The ability to examine biases that may impact instruction.
● The ability to design and deliver lessons with culturally relevant pedagogical practices.
● Naming positionality can create a brave space in the classroom for students to also
share their positionalities.

Risks avoided:
● Biased instruction can lead to inequity in outcomes, especially for marginalized
populations.

Learners: Learners will share why the benefits of learning about biases, and positionality is
beneficial to their teaching. Learners will share what potential risks they perceive in learning
about biases, and positionality is beneficial to their teaching.

114

Slide 5 Facilitator Notes

Overview
Time: 5 minutes

Instructor: Present the lesson overview including a brief content outline and an overview of the
approach to instruction. Give a brief overview of end of lesson assessment and remind learners
where they can find course materials on Canvas Instructure including the course overview.
Describe new knowledge that will be learned and conclude with the teaching strategies that
will be followed in the lesson. Answer any clarifying questions.

Participants: Learners will listen as the instructor shares the agenda (overview) of what is to
come in the lesson. They will ask any clarifying questions.

115

Slide 6 Facilitator Notes

Prerequisite knowledge
Time: 20 minutes

The meaning of culturally relevant pedagogy and positionality and how they relate to
instructors creating and delivering lessons. Participants elaborate on this information by
thinking about how it might apply to their jobs.

Present and review the meaning of bias, and positionality referring to the article by Douglas
and Nganga (2018) and Racial Equity Tools (2021).

Provide examples and nonexamples.

Ask participants if they have any further questions regarding the asynchronous course material.

116

Slide 7 Facilitator Notes

Prerequisite knowledge

Instructor: Ask learners to review the definitions of culturally relevant pedagogy and culturally
responsive teaching. State that exposure to structural and cultural systemic structures have
impacted education. Ask learners to think about culturally relevant pedagogical practices and
how it could impact their teaching.

Participants: Read the definitions of culturally relevant pedagogy and culturally responsive
teaching. Engage in conversations about culturally relevant pedagogy and how they impact
teaching.

117

Slide 8 Facilitator Notes

Prerequisite knowledge

Instructor: Review the importance of not only knowing but naming one’s positionality.

Participants: Engage in discussion as to why positionality is important and what implications it
has on faculty’s teaching.

118

Slide 9 Facilitator Notes

Prerequisite knowledge

Instructor: Ask learners to review the definitions of implicit and explicit bias. State that
exposure to structural and cultural racism has enabled stereotypes and biases to penetrate deep
into our psyches. Implicit bias is one part of the system of inequity that serves to justify racist
policies, practices and behaviors that persist in the mainstream culture and narratives. Ask
learners to think about what potential biases they could have and how it could impact their
teaching.

Participants: Read the definitions of implicit and explicit bias. Engage in conversations about
implicit and explicit biases and how they impact teaching.

119

Slide 10 Facilitator Notes

Prerequisite knowledge

Instructor: Ask learners to review the definitions of biases, positionality, and how that affects
implementing CRP in their classroom. Review how implicit bias is one part of the system of
inequity that serves to justify racist policies, practices, behaviors, and our instructional practices
that persist in the mainstream culture and narratives. Share the Inside Higher Ed article link
below: https://www.insidehighered.com/advice/2022/01/26/successful-instructors-understand-
their-own-biases-and-beliefs-opinion (Harrington, 2022) and ask learners to think about what
potential biases they could have and how it could impact their teaching by reviewing the
following five items:
1. Exploring your instructor positionality requires a look at your experiences, beliefs and
potential biases and considering their impact on students.
2. Reflecting on your positionality can be a powerful strategy for student success, especially
if you think about how your lived experiences shape what you do in the classroom and
how those actions may or may not support the success of students who often have very
different lived experiences.
3. Reflecting on what you are bringing to the classroom in terms of your identity,
experiences and beliefs and how those may differ from what your students are bringing
4. Identify ways to better connect and support your students
5. Acknowledging the potential biases that you have can help you identify actions needed to
create a student-centered, inclusive, and equitable learning environment in your
classroom.
Participants: Read the definitions of positionality, implicit, and explicit bias. Engage in
conversations about implicit and explicit biases and how they relate to their positionality.
120

Slide 11 Facilitator Notes

Learning guidance
Time: 5 minutes

Instructor: Model creating a positionality statement using the checklist and definition from
Douglas and Nganga (2018). Give participants the check sheet so they can follow along and
prepare to create their own positionality statement. Emphasize the importance of having a
positionality statement when lesson planning to avoid potential bias.

Participants: Learners will follow along using the checklist as the instructor composes their
positionality statement.

121

Slide 12 Facilitator Notes

Learning guidance
Time: 5 minutes

Instructor: Model creating a positionality statement using the checklist and definition from
Douglas and Nganga (2018). Give participants the check sheet so they can follow along and
prepare to create their own positionality statement. Emphasize the importance of having a
positionality statement when lesson planning to avoid potential bias.

Participants: Learners will follow along using the checklist as the instructor composes their
positionality statement.

122

Slide 13 Facilitator Notes

Practice and feedback
Time: 20 minutes

Instructor: Create a positionality statement and take the Implicit Association Test (IAT) to
identify bias from Harvard University.
Using the check off sheet formed from the readings of Douglas and Nganga (2018), evaluate
that each participant’s positionality statement contains all necessary components.

Participants: Ask learners to create a positionality statement using the guidelines presented.

Ask learners to take the IAT as practice to identify bias.

123

Slide 14 Facilitator Notes

Authentic assessment
Time: 20 minutes

Instructor: Faculty will write down a positionality statement which will also name their biases.
Using this statement, they will begin to identify three culturally relevant pedagogical practices
to modify/create a lesson plan they have used before or plan to use in the future and identify
the potential bias within the lesson plan. Using the check off sheet formed from the readings of
Douglas and Nganga (2018), give feedback to participants as they work on their lesson plans.

Participants: Learners are to modify an existing or create a new lesson plan incorporating their
positionality statement and identify possible areas where bias could impact, and incorporate
three culturally relevant pedagogical instruction in the lesson plan.

124

Slide 15 Facilitator Notes

Retention and transfer
Time: 5 minute

Instructor: Explain that participants will need to created or modify a lesson plan with three
culturally relevant pedagogical practices sometime before the Flex Week PD session (Unit 2b).
Faculty will document/reflect in their journal the lesson plan changes/modifications. Answer
any clarifying questions.

Participants: Learners are to document their experience creating/modifying a lesson plan in
their reflective journal. They will bring their reflections to the next lesson and share their
experiences. Participants will ask any clarifying questions.

125

Slide 16 Facilitator Notes

Big ideas
Time: 5 minutes

Instructor: The key takeaways are discussed and the instructor will ask participants why is it
important to be able to identify culturally relevant pedagogical practices and positionality?

Participants: Learners will individually generate at least one big idea that emerged from the
lesson in their reflective journal and voluntarily share out with the rest of the participants.

126

127

Slide 18 Facilitator Notes

Advance organizer for the next unit
Time: 5 minute

Instructor: The instructor will explain the terminal learning objective for the next unit.

Terminal learning objective for Unit 2: When creating coursework for community college
classrooms, the learner will be able to apply culturally relevant pedagogical practices in their
daily lesson plans.

Thank learners for their participation. Explain the importance of identifying the goals and
outcomes of instruction.

Participants: Learners should think about the importance of identifying the goals and outcomes
of instruction and ask any clarifying questions.

128

129

Unit 2b: Identify Principles of Culturally Relevant Pedagogical and Apply CRP Practices
in the Classroom, Synchronous In-Person Session
This is the second unit in a 2-unit course to prepare community college faculty with the
knowledge and skills needed to implement culturally relevant pedagogical practices in the
community college classroom. The purpose of this in-person unit is to prepare faculty to be able
to identify principles of culturally relevant pedagogical and apply CRP practices in the classroom
in a professional development session during Flex Week. This unit takes approximately 60-
minute in an in-person session during professional development Flex Week.
Terminal Objective
When creating coursework for community college classrooms, the learner will be able to
apply culturally relevant pedagogical practices in their daily lesson plans.
Enabling Objectives
● Declarative (“knowing that”):
○ Know what culturally relevant pedagogy is
○ Know the principles of culturally relevant pedagogy
● Intellectual skills (“knowing how”):
○ Know how to identify proper culturally relevant pedagogical practices
○ Know how to apply the proper culturally relevant pedagogical practices in the
classroom
● Cognitive strategies (“learning how to learn”):
○ Monitoring knowledge to identify appropriate culturally relevant pedagogical
practices in the classroom
○ Evaluating progress in identifying culturally relevant pedagogical practices in
130

the classroom
○ Learners will complete a self-assessment questionnaire to determine their
effectiveness in applying culturally relevant pedagogical practices in their lesson
plans
● Attitudes
○ Value building a sense of community in the classroom
○ Value building a sense of belonging in the classroom
○ Be confident that learners can apply culturally relevant pedagogical practices in
their lesson plans
○ Value active listening
● Psychomotor skills
○ Speaking, listening, typing, writing
In-person Learning Activities
● After in-person introductions, attention activities, and learning objective review, the
instructor will assess prior knowledge of the meaning of positionality and culturally
relevant pedagogy with a quiz in Canvas
● Review any necessary prerequisite knowledge by providing definitions, examples,
and non-examples.
● Provide opportunities for learners to generate their own examples and non-examples.
● Model the procedure for identifying at least three culturally relevant
pedagogical strategies in their lesson plan.
● Model the procedure for forming to apply at least three strategies in their
lesson plan.
131

● Model the procedure for using the steps for creating or modifying lesson
plans that reflect culturally relevant pedagogical practices
● Provide practice and feedback for using the steps for creating or
modifying lesson plans that reflect at least three culturally relevant
pedagogical practices
● Provide an opportunity for teachers to reflect on their work in this unit.
● Ask teachers to write their reflections in their journals.
The unit will take approximately 60 minutes of in-person learning during professional
development Flex Week.
Summative Assessment
Teachers will articulate what is culturally relevant pedagogical practices and complete
modifying or creating a lesson plan they will use in the future.
Lesson Materials
● Unit 2 PowerPoint Presentation
● checklist for prior knowledge
● checklist for positionality statement
● teachers will bring in their Unit 1 lesson plan
● sample lesson plan to modify
● laptop
● digital reflective journal
Learner Characteristic Accommodations
Learners are adults who are motivated to learn more about culturally relevant pedagogy
and want to incorporate CRP into their daily lessons, but may not have the confidence or skills
132

to do so. As adult learners, the practicality and usefulness of the course must be emphasized
throughout. All lesson materials will be available on the Canvas Instructure learning
management system created for this curriculum.
Facilitator’s Notes
Faculty were asked to bring in a lesson plan to modify or a lesson plan idea to create as
well as their reflections from implementing their lesson from Unit 1. Should faculty not bring
in a lesson plan or have a lesson plan idea, samples need to be provided so that everyone is able
to participate in the summative assessment. All lesson plans and materials will be housed on
the MS Teams for this course, and all learning activities can be found below in Table C2.

Table C2
Unit 2b Instructional Activities
Instructional
sequence
Time Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain
attention
5 Review reflection
journals from the
Unit 1 material
The instructor will
present the
reflective task
participants were
given at the end of
Unit 1 to complete
before coming to
the Unit 2 session.
Clarify any
misconceptions
and answer any
participant
questions.
Ask learners to share
their documented
experience
delivering the
created/modified
lesson incorporating
the Unit 1 materials
from their reflective
journal.
Ask learners for any
clarifying questions
Learning
objectives
5 Instructor will share
the unit learning
objective:

Given daily classroom
instruction, teachers
Share with
participants the
lesson learning
objective.
Ask learners to take
note of the
objectives of the
lesson.

133

Instructional
sequence
Time Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
will plan activities
that encourage
students to modify
or create a lesson
plan using three
culturally relevant
pedagogical
practices.
Ask learners if they
have any questions
about the objectives.
Reasons for
learning
- Benefits
- Risks
5 The purpose for
learning and risks
and benefits
associated with the
lesson are reviewed
and discussed.
Benefits:
● The ability
to identify
and respect
the diverse
multicultural
students
body in the
classroom.
● The ability
to design and
deliver
lessons
incorporating
culturally
relevant
pedagogy
practices in
their
classroom.

Risks avoided:
● Alienating
students and
superficial
learning
partnerships
● Further
inequity in
Share the benefits of
why learning about
culturally relevant
pedagogy is
beneficial to their
teaching.
Share what potential
risks they perceive
in learning about
culturally relevant
pedagogy is
beneficial to their
teaching.

Ask learners to share
what benefits they
see as being a reason
to learn about
culturally relevant
pedagogy is
beneficial to their
teaching.
Ask participants to
share potential risks
of focusing on
culturally relevant
pedagogy.

134

Instructional
sequence
Time Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
outcomes,
especially
for
marginalized
populations.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)

5
Lesson overview that
includes a brief
content outline and
an overview of the
approach to
instruction. Review
of the enabling
objectives. Review
of prior knowledge
of the enabling
objectives:
positionality and
culturally relevant
pedagogy

Presentation of new
knowledge with a
brief overview of
the meaning of
culturally relevant
pedagogy
Presentation of
procedures for
identifying and
explaining how
culturally relevant
pedagogy impacts
instruction and
relationships in
daily lessons.

Brief overview of
the end of lesson
assessment.
Share the location of
the unit within the
course using
Figure A1. Show
the agenda with
the participants
and project it on
the screen.
Describe new
knowledge that
will be learned and
conclude with the
learning strategies
that will be
followed in the
lesson. Answer
any clarifying
questions.

Ask learners to listen
as the instructor
shares the agenda
(overview) of what
is to come in the
lesson.
Ask for any clarifying
questions.
Prerequisite
knowledge

20
The meaning of
culturally relevant
pedagogy and how
they relate to
Present and review
the meaning of
positionality and
Ask learners to draw
on the information
they learned from
previous course
135

Instructional
sequence
Time Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
teachers creating
and delivering
lessons. Participants
elaborate on this
information by
thinking about how
it might apply to
their jobs.
culturally relevant
pedagogy
Provide examples
and nonexamples.

material as well as
their own
experiences to create
examples and
nonexamples.
Ask learners to
provide examples
and non-examples.
Identify gaps in
prior knowledge to
address in the
following sections.
Ask learners for any
clarifying questions
and let them know
that they will access
all lesson materials
through MS Teams.
Learning
guidance
- Lecture
- Demo.

20
Model an example
procedure for
identifying three
culturally relevant
pedagogical
practices.
Model the procedure
for incorporating
culturally relevant
pedagogical
practices in daily
lessons.
Model the procedure
for incorporating
the key principles of
social justice into
daily lessons.
Demonstrate the
guidelines outlined
in the slides to
identify a student’s
cultural capital,
and incorporate
social justice,
individualism and
collectivism, and
self-advocacy as a
model for
participants.
Tell learners that
they will use these
steps to review and
modify a sample
lesson plan.
Ask learners to follow
along using the steps
as the instructor
identifies a
participant’s cultural
capital. They will
also take notes as the
instructor
demonstrates how to
modify a lesson plan
incorporating
cultural capital,
social justice,
individualism and
collectivism, and
self-advocacy.
Practice and
feedback

20
Practice identifying a
culturally relevant
pedagogical
practices
Using the modeled
procedural steps
for how to identify
a student’s cultural
capital, evaluate
that each
participant is able
to identify the
Ask learners to partner
with another
participant in class
to practice
identifying their
cultural capital using
the steps modeled by
the instructor.
136

Instructional
sequence
Time Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
cultural capital of
another participant
in the class.

Authentic
assessment
20 Teachers will
modify/create a
lesson plan they
have used before or
plan to use in the
future incorporating
principles of
culturally relevant
pedagogy
Using the check-off
sheet, the
instructor will give
feedback to
participants as they
work on their
lesson plans.
Ask learners to modify
an existing or create
a new lesson plan
incorporating
students’ cultural
capital and social
justice principles.
Retention
and transfer
5 Participants deliver
the created or
modified lesson in
class sometime
before the next
lesson and
document/reflect in
their digital journal
the lesson plan.
Remind participants
to write their
reflections after
delivering the
modified/created
lesson to their
students. If the
participant delivers
the lesson to
multiple classes,
then they should
reflect on any
changes that were
made.
Ask learners to
document their
experience
delivering the
created/modified
lesson in their
reflective journals. If
the participant
delivers the lesson to
multiple classes,
then they should
reflect on any
changes that were
made.
Big ideas

5 The key takeaways
are discussed: Why
is it important to be
able to identify
culturally relevant
pedagogical
principles?
Ask learners to
individually
generate at least
one big idea that
emerged from the
lesson.

Ask learners to write
their big idea in their
reflective journals
and voluntarily share
out with the rest of
the participants.
Advance
organizer for
the next unit
5 The instructor will
conclude and
summarize concepts
and knowledge
from Units 1 and 2.
Thank learners for
their participation.
Explain the
importance of
identifying the
goals and
outcomes of
instruction.
Ask learners to think
about the importance
of identifying the
goals and outcomes
of instruction.

Total Time 120

137

Unit 2b Checklist for Modifying a Lesson Plan
Use the check-off sheet below to complete modifying or creating a lesson plan
incorporating the learning from Units 1 and 2.
My lesson plan includes my positionality statement.
I have used the material from today to evaluate inclusion of culturally relevant
pedagogical practices in my lesson plan.

My lesson plan is free of bias.
My lesson plan incorporates diverse voices (example: authors, texts, speakers,
characters, etc.)

My lesson incorporates equitable strategies for student engagement (to avoid calling
on the same students).

My lesson includes rubrics for evaluating student work.
My lesson uses inclusive language.

138

Unit 2b: Flex Week Professional Development Slide Deck

139

Slide 2 Facilitator Notes

Gain attention
Time: 5 minutes

Instructor: Review reflection journals from teaching the Unit 1 material in a lesson. The
instructor will present the reflective task participants were given at the end of Unit 1 to
complete before coming to the Unit 2 Flex Week PD session. Clarify any misconceptions and
answer any participant questions.

Unit 1 summative task

Faculty will create a list of ways they can make their classroom a more inclusive learning
environment and then implement changes accordingly. Teachers will modify/create a lesson
plan they have used before or plan to use in the future using various methods to incorporate
student voice.

Participants: Learners will share their documented experience delivering the created/modified
lesson incorporating the Unit 1 materials from their reflective journal. Learners will ask any
clarifying questions.

140

Slide 3 Facilitator Notes

Learning objectives
Time: 1 minute

Instructor: Share the unit learning objective: Given daily classroom instruction, teachers will
plan activities that encourages faculty to culturally relevant pedagogical practices in their
lesson plans.

Participants: Learners will take note of the objectives of the lesson and ask any clarifying
questions.

141

Slide 4 Facilitator Notes

Reasons for learning
Time: 5 minutes

Instructor: State the purpose for learning and risks and benefits associated with the lesson are
reviewed and discussed. Ask learners to take a moment to read the slide on their own.

Benefits:
● The ability to identify and respect the diverse multicultural student body in the
classroom.
● The ability to design and deliver lessons incorporating culturally relevant pedagogy
practices in their classroom.

Risks avoided:
● Alienating students and superficial learning partnerships
● Further inequity in outcomes, especially for marginalized populations.

Learners: Learners will share why the benefits of learning about culturally relevant pedagogy
is beneficial to their teaching. Learners will share what potential risks they perceive in learning
about culturally relevant pedagogy is beneficial to their teaching.

142

Slide 5 Facilitator Notes

Overview
Time: 5 minutes

Instructor: Present the lesson overview including a brief content outline and an overview of the
approach to instruction. Give a brief overview of end of lesson assessment and remind learners
where they can find course materials on Canvas Instructure including the course overview.
Describe new knowledge that will be learned and conclude with the learning strategies that will
be followed in the lesson. Answer any clarifying questions.

Participants: Learners will listen as the instructor shares the agenda (overview) of what is to
come in the lesson. They will ask any clarifying questions.

143

Slide 6 Facilitator Notes

Prerequisite knowledge
Time: 10 minutes

Instructor: The meaning of positionality, culturally relevant pedagogy, and culturally relevant
teaching practices and how they relate to teachers creating and delivering lessons. Present and
review the meaning of positionality, culturally relevant pedagogy, and culturally relevant
teaching practices.

Provide examples and nonexamples.

● Culturally relevant pedagogy
● Positionality
● Culturally responsive teaching practices

Participants: Learners elaborate on this information by thinking about how it might apply to
their lesson plan. Learners will draw on the information they learned from previous course
material as well as their own experiences to create examples and nonexamples. Learners will
ask any clarifying questions and know that they can access all lesson materials through Canvas
Instructure.

144

Slide 7 Facilitator Notes

Learning guidance
Time: 5 minutes

Instructor: Model how to modify a lesson plan using the positionality statement , and checking
for potential implicit and explicit bias. Give check sheet and sample lesson plan to participants
to follow along.

Participants: Learners will follow along using the checklist as the instructor models modifying
a lesson. They will ask any clarifying questions.

145

Slide 8 Facilitator Notes

Prerequisite knowledge
Time: 10 minutes

Instructor: Explain a brief overview of culturally relevant pedagogical principles and how they
relate to teachers creating and delivering lessons.

Provide examples and nonexamples.

Culturally relevant pedagogy principles:
Gloria Ladson-Billings proposed three main components of Culturally Relevant Pedagogy: (a)
a focus on student learning and academic success, (b) developing students’ cultural
competence to assist students in developing positive ethnic and social identities, and (c)
supporting students’ critical consciousness or their ability to recognize and critique societal
inequalities. All three components need to be utilized.
Participants: Learners will elaborate on this information by thinking about how it might apply
to their lesson plans and draw on the information they learned from previous course material
as well as their own experiences to create examples and nonexamples. Learners will ask any
clarifying questions and know that they can access all lesson materials through Canvas
Instructure.

146

Slide 9 Facilitator Notes

Learning guidance
Time: 5 minutes

Instructor: Model an example procedure for incorporating student culturally relevant
pedagogical principles into a lesson plan using the checklist. Give check sheet and sample
lesson plan to participants to follow along.

Participants: Learners will follow along using the checklist as the instructor models modifying
a lesson. They will ask any clarifying questions.

147

Slide 10 Facilitator Notes

Practice and feedback
Time: 9 minutes

Instructor: Practice identifying a culturally relevant teaching practices. Using the modeled
procedural steps for how to identify a culturally relevant teaching practices and evaluate that
each participant is able to identify the CRP teaching practices.

Participants: Learners will work with a partner in class to practice identifying and applying
culturally relevant teaching practices using the steps modeled by the instructor. They will ask
each other probing questions and also share their positionality statements from Unit 1 to start
the conversation.

148

Slide 11 Facilitator Notes

Authentic assessment
Time: 15 minutes

Instructor: Explain that the learners will will modify/create a lesson plan they have used before
or plan to use in the future incorporating culturally relevant pedagogical and teaching
principles.Using the check off sheet, the instructor will give feedback to participants as they
work on their lesson plans.

Participants: Learners are to modify an existing or create a new lesson plan incorporating
culturally relevant pedagogical and teaching principles.

149

Slide 12 Facilitator Notes

Retention and transfer
Time: 1 minute

Instructor: Explain that participants will need to deliver the created or modified lesson in class
sometime before the next lesson and document/reflect in their journal the lesson delivery. They
will report back on their delivered lesson during the next session. Remind participants that if
they deliver the lesson to multiple classes, then they should reflect on any changes that were
made. Answer any clarifying questions.

Participants: Learners are to document their experience delivering the created/modified lesson
in their reflective journal. If they deliver the lesson to multiple classes, then they should reflect
on any changes that were made. They will bring their reflections to the next lesson and share
their experiences. Participants will ask any clarifying questions.

150

Slide 13 Facilitator Notes

Big ideas
Time: 3 minutes

Instructor: The key takeaways are discussed and the instructor will ask participants why is it
important to be able to identify and apply culturally relevant pedagogical and teaching
principles?

Participants: Learners will individually generate at least one big idea that emerged from the
lesson in their reflective journal and voluntarily share out with the rest of the participants.

151

Slide 14 Facilitator Notes

Advance organizer for the next unit
Time: 1 minute

Instructor: The instructor will explain this is the conclusion of the two units.

Review Terminal learning objective for Unit 2: By the end of the Flex Week PD session
today, will be able to apply culturally relevant pedagogical practices in your daily
lesson plans.

Thank learners for their participation. Explain the importance of identifying the goals and
outcomes of instruction.

Participants: Learners should think about the importance of identifying the goals and outcomes
of instruction and ask any clarifying questions.

152

153

Appendix D: Immediate Evaluation Items
Rating scale items: Answers rated on a Likert scale from (1) strongly
disagree to (5) strongly agree:
1 2 3 4 5
My participation in the course was encouraged by the instructor. (L1)
This Flex Week professional development session held my interest. (L1)
What I learned from this course will help me be a better culturally relevant
instructor. (L1)

During each PD session, we discussed how to apply what we learned. (L1)
I will recommend this course to other teachers. (L1)
I believe it will be worthwhile for me to apply what I have learned to the
course I teach. (L1)

I feel confident about applying what I learned in the session. (L1)
I anticipate that I will receive the necessary support to successfully apply
what I have learned to the courses I teach. (L1)

My confidence to apply what I have learned to the courses I teach is high.
(L1)

I am committed to applying what I learned to my work in the classroom.
(L1)

I know more about culturally relevant pedagogical practices now than I did
before the start of this course. (L 2)

I know more about positionality and bias now than I did before the start of
this course. (L 2)

I know how to name and explain my positionality better now than I did
before the start of this course. (L 2)

I know more about how to build community and sense of belonging now
than I did before the start of this course. (L 2)

I know more about culturally responsive teaching practices now than I did
before the start of this course. (L 2)

I know how to create/modify a lesson plan incorporating student prior
knowledge better now than I did before the start of this course. (L 2)

I know how to recognize and honor the diverse backgrounds of students
better now than I did before the start of this course (L 2)

154

Open-ended questions
What are the major concepts you learned in this course? (L2)
How relevant do you feel this course will be to your daily lesson design and daily teaching
practices? Why? (L1)
Was there anything about your experience in this course that interfered with your learning?
(L1)
What course material did you find to be most relevant to your teaching? (L1)
Are there any ways in which this program can be improved? (L1)
How would you describe the importance of applying what you have learned on the job? (L1)
What additional support would help you implement what you learned? (L1)
Are there any barriers that could interfere with your success in applying what you learned in
this course to your teaching? (L1)

Note. L1 = Level 1; L2 = Level 2.

155

Appendix E: Delayed Evaluation Items
Rating scale items: Answers rated on a Likert scale from (1) strongly
disagree to (5) strongly agree:
1 2 3 4 5
I have opportunities to use what I learned in this course in my daily lessons.
(L1)

Information provided in this course applies to my work as an instructor. (L1)
Looking back, taking this Flex Week professional development session was
a good use of my time. (L1)

I have successfully applied in the classroom what I learned in the training
session. (L3)

I received support in order to apply what I learned to the courses that I teach.
(L3)

I already see positive results from this course in my classroom. (L4)
This course has positively impacted my PLC. (L4)
I feel more confident implementing culturally relevant pedagogy in my daily
lessons now than I did before the start of the course. (L3)

Looking back, what I learned from this course helped me be a better
culturally relevant teacher. (L1)

Looking back, I would recommend this course to other teachers. (L1)
Looking back, I believe it has been worthwhile for me to apply what I have
learned to the course I teach. (L1)

I feel confident about applying what I learned in the classroom. (L1)
I am committed to applying what I learned to my work in the classroom.
(L1)

Looking back, I know more about culturally relevant pedagogical practices
now than I did before the start of the course. (L 2)

Looking back, I know more about bias now than I did before the start of the
course. (L 2)

Looking back, I know how to name and explain my positionality better now
than I did before the start of the course. (L 2)

Looking back, I know more about how to build community and sense of
belonging now than I did before the start of this course.

156

I know more about culturally responsive teaching practices now than I did
before the start of this course. (L 2)

Looking back, I know how to create/modify a lesson plan incorporating
student prior knowledge better now than I did before the start of the
course. (L 2)

Looking back, I know how to recognize and honor the diverse backgrounds
of students better now than I did before the start of the course (L 2)

Open-ended questions
How have you used what you learned in this course in your daily lessons, if at all? (L1, L2, L3)
What information from this course has been most relevant to your job? (L1)
Looking back, how could this course have been improved? (L1)
Looking back, what, if anything, would you change about this course? (L1)
What additional support or resources are needed, if any, to assist you with implementing
culturally relevant pedagogy in your daily lesson design and daily teaching practices? (L1,
L2, L3)
What are early signs of success, if any, you have noticed from your efforts? (L4)
Please give an example of a positive outcome you have experienced since attending this
course. (L4)
How has this program impacted your college site as a whole, if at all? (L4)
Describe if your participation in this course has benefited your college site? (L4)

Note. L1 = Level 1; L2 = Level 2; L3 = Level 3; L4 = Level 4.

Abstract (if available)

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Asset Metadata

Creator Saucedo-Daniel, Jorge (author)

Core Title A curriculum for faculty implementation of culturally relevant instruction in a community college classroom

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2023-08

Publication Date 06/12/2023

Defense Date 06/12/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag building community and sense of belonging,culturally relevant pedagogy,culturally relevant teaching,faculty development,OAI-PMH Harvest,value-affirmation interventions

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Diaz, Emma (committee member), Hirabayashi, Kimberly (committee member)

Creator Email jorgesau@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113170487

Unique identifier UC113170487

Identifier etd-SaucedoDan-11950.pdf (filename)

Legacy Identifier etd-SaucedoDan-11950

Document Type Dissertation

Format theses (aat)

Rights Saucedo-Daniel, Jorge

Internet Media Type application/pdf

Type texts

Source 20230613-usctheses-batch-1055 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu