Table 1
Creating Relevant Content by Recognizing Students’ Characteristics and Experiences.
| RECOGNITION OF STUDENTS’ CHARACTERISTICS OR EXPERIENCES | ACTION | EXAMPLES | |
|---|---|---|---|
| College Type | Community college | Relevant content: writing questions related to community college students’ experiences | • Studying variables such as grades, graduation rate, students’ stress level, and comparison of data between first year and second-year students • Studying variables related to work such as pay rates, working hours, and comparison of data between part-time and full-time students |
| Location | Guttman Community College, City University of New York (CUNY) | Locally relevant content: writing questions using college data, university data, and city data | • Questions using Guttman and CUNY data such as GPA, grades, college credits earned, graduation rate, majors, age range. • Questions to analyze NYC data such as city temperature, rent, annual income. |
| Culture | Hispanic-Serving Institution/Minority-Serving Institution | Culturally relevant content: writing content including different cultures, races, and ethnicities | • Studying variables such as GPA, credit accumulation, graduation rates through the lens of race. • Using names from multiple cultures in the content creation including Spanish names. |
| Gender | Inclusive | Recognition of gender differences: writing questions to study gender differences in various areas | Studying differences in pay rates, working hours, GPA, credit accumulation and graduation rates through the lens of gender. |
| Age Range | Young population (18 to 20 years old) | Recognition of age group: writing questions with familiar content for students’ age range | Studying familiar variables closer to the students’ experiences such as studies related to social media |
Table 2
Integrating Equity in the OER Design.
| PROBLEM | ACTION | SITUATING EQUITY |
|---|---|---|
| High cost of textbook and course materials | Providing free textbook and course materials, including online homework assignments and assessments | Redistributive Justice: Recognizing and responding to students’ need |
| Homework questions with irrelevant content | Editing existing questions | Recognitive Justice: Replacing existing content with familiar, culturally, or locally relevant content |
| Absence of homework questions for some of the concepts/skills | Writing new questions from scratch | Recognitive Justice: Writing questions with culturally or locally relevant content |
| Homework questions with numerical data and statistics without context | Editing existing questions | Recognitive Justice: Adding culturally or locally relevant content to existing questions |