These resources the former fellows considered in determining the equity focus of the collaborative and hub, which led to define equity-minded practice in teaching as: the process of reflecting on and collaborating with others to improve teaching through techniques that maximize academic success for all students and that close the opportunity gaps between historically underrepresented and traditional groups in Higher Ed.
From Faculty Fellows to Equity-Minded Collaborators: The California Faculty Collaborative's Story - Peer Review Article
Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of
The California Faculty Collaborative's article on the two-year process developing the digital hub, the professional learning experience and outcomes to becoming equity-based practitioners.
Working from a faculty and leadership position, fellow and hub director, Christina Chavez-Reyes, blogs about the impact of her California Faculty Collaborative experience on her role in directing her department's adjustment to the current California State University System equity and student success focus.
Fellow and former hub director, Kim Costino, shares her experience leading her campus through "equity-minded institutional transformation" as part of the semester conversion process. She details her concept of a community of practice model of identity-conscious professional development that engages faculty in a scholarly approach to the science of learning and evidence-based teaching and curriculum development while at the same time insistently and consistently incorporating critical reflection on and exploration of how systems of power and oppression impact learning." (Metropolitan Universities, Vol. 29 No. 1 (February 2018)
An equity practitioner understands the complex individual and social identities of students that may affect students' performance or our interpretations of it. This issue addresses how educators and practitioners can begin to see "the whole" student and understand the complex ways student identities intersect that the learning environments we create that may result in counterproductive outcomes, and ways faculty might address these to strengthen students' resolve and success.
The notion of equity is established in K12 education, as it has grappled since its inception in the mid-19th century with proving all children with quality education--equity--regardless of their origins. The notion of equity in Higher Ed is more recently discussed yet often confused with the notion of equality. This article briefly explains the difference between the terms and describes characteristics instructors can consider equitable teaching practice.
In a 30-minute Ed Surge on the Air episode, Former undersecretary of the department of Education explains how equity is a central issue in Higher Ed today. (Recording of the episode is accessible at the bottom of the page.)
Taken from a presentation to the University of Wisconsin System Board of Regents Education Committee in October, 2010, the slideshow focuses on distinguishing "between practitioners who use a deficit-minded framework—where students’ struggles are attributed to ways in which those students are not “ideal”—and those who use an equity-minded framework—where the responsibility for student success is intrinsically tied to the power of the institution and its practitioners to effect change."
A list of reports, articles and presentation slides that outline the association's work around equity and inclusiveness.
The introduction to this issue outlines the five equity principles that institutions and their practitioners (faculty and staff) enact to accept the responsibility along with the power to provide all students with post-secondary quality education. These principles are based on the work of Estela Bensimon's Equity Scorecard.