Faculty Interpretations of Course Equity Data

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Data-Driven Instructional Design (Table 2)

Abstract

The ways in which faculty interact with and respond to equity data about their students are not well-understood and the efficacy of using tools that report course equity data in order to enable more equitable pedagogy is not well-established. Here, we explore how faculty interpret data from one such tool—called the “Course Equity Report”—for the courses they teach at a research-intensive university. Data were collected from four focus groups of faculty (N = 20) teaching large-enrollment courses generally at the 100- or 200-level. We identify both levers for change and barriers to usefulness and scale that are being addressed in iterations of the Course Equity Report and can be considered in other course reporting tools that focus on equity data.

Authors

• Rebecca L. Matz, University of Michigan
  Presenting Author

• Nicholas Todd Young, University of Michigan
  Non-Presenting Author

• Caitlin Hayward, University of Michigan
  Non-Presenting Author