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Equity-Minded Teaching

Overview

This website has resources to implement empirically supported pedagogical and curricular practices shown to reduce course level equity gaps, while also improving student learning overall. One of the resources is a multi-part online asynchronous course, Equity Pedagogy (EP) Series, designed by our faculty for our faculty.

Equity-Promoting Pedagogical Practices

Click on each button below to get detailed information about the equity-promoting pedagogical practices.

Balancing Low Stakes/High Stakes Assessments

Promoting Growth Mindsets

Promoting Student Engagement

Assessing Class Climate

Promoting Social Belonging

Avoiding Low Expectation Bias

Making Your Syllabus More Friendly and Inclusive

Authors and Curators of  the Above-Listed Content

The information contained on this website was authored and curated by a group of dedicated educators, spearheaded by Ioakim Boutakidis, Ph.D., professor and chair of the Department of Child and Adolescent Studies in the College of Health and Human Development. Other collaborators include:

  • Dr. Bridget Drunken (Mathematics)
  • Dr. Aitana Guia (History)
  • Dr. Andrew Howat (Philosophy)
  • Dr. Janna Kim (Child & Adolescent Studies)
  • Dr. Maria Malagon (Sociology)
  • Dr. Armando Martinez-Cruz (Mathematics)
  • Dr. Gabriela Nuñez (Chicano Studies)
  • Dr. Lidia Nuño (Criminal Justice)
  • Dr. Michelle Ramos (Child & Adolescent Studies)
  • Dr. Jessica Stern (History)
  • Dr. Sean Walker (Biological Sciences)
  • Dr. Nicole Bonuso (Geological Sciences)
  • Mr. Brian Killeen (Geological Sciences)
  • Dr. Marcos Ortega (Chemistry & Biochemistry)
  • Dr. Parvin Shahrestani (Biological Science)

Equitable Pedagogy Series

The EP Series is a multi-part, online, asynchronous course created by faculty for faculty and available to all faculty in Canvas. The coursework takes 2-3 hours to complete.

The first part was released in Fall 2021. More than 1,200 full-time and part-time faculty have completed the course. This course introduced faculty to pedagogical practices that support all learners. It also established a shared understanding of the root causes of educational inequities and the importance of equity-minded instruction.

The second part was launched during the 2023-2024 school year. This part had an explicit focus on anti-racist teaching and provided tools to engage in anti-racist pedagogy.

EPM Logo

Student-Centered Teaching Module
(formerly EPM1)

After completing this module, you will be able to:

  • explain opportunity gaps in education and root causes
  • articulate the importance of equity-minded instruction in supporting the success of students from diverse backgrounds 
  • identify specific strategies you can implement in your teaching that support learning for students from diverse backgrounds.

Faculty interested in exploring this module can enroll using the Student-Centered Teaching Module self-enroll link opens in a new window.

EPM2 Logo

Anti-Racist Teaching Module
(formerly EPM2a and EPM2b)

After completing these modules, you will be able to:

  • explain intersecting axes of privilege, domination, and oppression, and explore racial oppression scenarios
  • articulate anti-racist pedagogy central tenents you can use to engage in anti-racist teaching practices with students authentically
  • identify strategies you can utilize to navigate through the emotional complexities of anti-racism in the classroom
  • explain the relationship between power and communication interactions to use language effectively in intercultural encounters in the classroom
  • perform a syllabus audit using anti-racist and equity-centered practices 

Faculty interested in exploring this module can enroll using the Anti-Racist Teaching Module self-enroll link opens in a new window.

  • Outcomes of Student-Centered Teaching Module For Faculty
  • 83 %
    Were more confident explaining differences between populations
  • 89 %
    Were more confident articulating the importance of equity-minded instruction
  • 89 %
     Were more confident identifying specific teaching strategies
  • 78 %
     Believed EPM 1 was  effective  in explaining differences between populations
  • 83 %
     Believed EPM 1 was  effective  in articulating the importance of equity-minded instruction
  • 85 %
    Believed EPM 1 was effective in identifying specific teaching strategies