New Equity-minded Practice Series: Exploring Equity-mindedness in Teaching, Counseling and Librarianship 

Thursday, September 23, 2020

A Message from Wendi Dew, Assistant Vice President, Teaching and Learning 

In collaboration with faculty, building on the experiences and feedback from Destination 2019 participants and in complementarity with an emerging collegewide equity strategy, we have crafted an equity-minded practice series for the 2020-2021 academic year that culminates in Destination 2021.

We learned from the faculty participants in the equity-minded practice track that our collective move forward will require opportunities to engage in critical reflection, perspective-taking, and moving from the implicit to the explicit through multiple contexts and with sensitivity to the emotional nature of the work. Likewise, we have identified a tension between theory and practice. This equity-minded practice series will thus invite participants to move fluidly between the two — to engage in critical reflection while also adopting practical actions that will begin to advance equity, particularly racial equity, in student outcomes.

The series is informed by the Center for Urban Education’s conception of equity-mindedness, defined as “the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes. These practitioners are willing to take personal and institutional responsibility for the success of their students and critically reassess their own practices. It also requires that practitioners are race-conscious and aware of the social and the historical context of exclusionary practices in American Higher Education.” Through the series, we will work toward a shared understanding of equity-mindedness in teaching, counseling and librarianship.

Areas of Exploration and Series Outcomes

Categories of equity-minded practices to be explored are: inclusive learning environments; culturally responsive pedagogies and curricula; racialized patterns in the classroom; trauma-informed pedagogy; recognizing intersectionalities; and equity-minded assessment.

In this series, participants will:

  • Critically reflect about how their own identity and background shape their teaching practice.
  • Clarify language (including differentiation among inclusion, diversity, and equity).
  • Evaluate current practices for patterns that sustain racial and intersectional inequities.
  • Implement equity-minded practices in teaching, curriculum and assessment that advance equitable outcomes.

Courses to be offered are listed below; the fall courses will become available in the Valencia EDGE by late October 2020. Stay tuned to the Faculty Insight for updates.

Fall 2020 term:

  • Inclusive Syllabi
  • Inclusive Learning Environments
  • Implicit Bias and Microaggressions Online
  • LGBT+ Intersectionalities: Awareness & Allyship
  • Examining the Intersection of Equity, Trauma-informed Pedagogy, and Social Emotional Learning
  • Equity-minded Assessment: Introduction to “A New Decade” Reading Circle  (in partnership with the Assessment Coordinating Committee)
  • Equity-minded Assessment: Writing Equity-minded Learning Outcomes  (in partnership with the Assessment Coordinating Committee)

Spring 2021 term:

  • Preparing to be an Equity-minded Practitioner
  • Culturally Responsive Pedagogies and Curricula
  • Building Trust Across Difference
  • Creating Equity-minded Curricula (in partnership with the Office of Curriculum and Articulation and the Collegewide Curriculum Committee)
  • Racialized Classroom Patterns
  • Equity-minded Assessment: Transparent Assessment (in partnership with the Assessment Coordinating Committee)

We look forward to working and learning with you this year!

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