In her English as a second language (ESL) courses at Northern Virginia Community College, Breana Bayraktar teaches students from an “amazing variety” of backgrounds. Some previously completed graduate degrees in their home countries; others had their education interrupted and never finished high school. Many are first-generation college students.
“As educators at a community college, we really try to understand where our students are coming from. That is one of our strengths,” Bayraktar says. “Being willing to look at our classes from their eyes helps to make that connection.”
Since 2017, Bayraktar and hundreds of other faculty across Virginia have participated in professional development workshops that help faculty examine their assignments from a student’s perspective, making each part—learning outcomes, tasks, and assessments—more transparent and equitable.
