A Survey of Community College Math Faculty

• In Event: 34.050 - A Wake-Up Call: Mathematics as an Equalizer for Social Justice and Equity

Abstract

This presentation will discuss the collection, analysis, and findings from a special distribution of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional needs assessment tool designed to inform professional development programming for instructional factor in community colleges. The survey focuses on 14 teaching and learning areas that are recurrent in the scholarly literature as recommendations for advancing the success of underserved students of color. For example, the instrument captures equity-based practices, such as the usage of collaborative learning, culturally relevant teaching, performance monitoring, relationship building practices with students, conveying high expectations, validation strategies, faculty-student engagement in and outside of class, appropriate disclosing of faculty challenges, practices that intentionally welcome engagement, empowerment, intrusive practices, understanding microaggressions. Data from 497 math faculty were compared to previous established national benchmarks. These benchmarks were derived from an initial sample of 1,600 faculty from 150 randomly selected colleges, with a subset of this sample (n=380) identified as “high performing” institutions.

Author

• J. Luke Wood, San Diego State University