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Reconceptualizing Organizational Policies and Structures: A Policy Playbook for Systemic Levers that Support Equity-Based Teaching

Sun, April 27, 11:40am to 1:10pm MDT (11:40am to 1:10pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2G

Abstract

The purpose of the Equity-Based Teaching Collective (EBTC) study, funded by the Bill and Melinda Gates Foundation, was to examine the policies, programs, and practices across the ecosystem of higher education that could improve equity-based teaching at scale. Many faculty want to improve towards equitable student success, but run into structural barriers in time, compensation, and disciplinary and institutional priorities (Campbell, 2023; UERU, 2023). Building on Bronfenbrenner’s landmark ecological framework (1977), this study is guided by a framework focusing on the ecosystem of equity-based teaching improvement in higher education centered on the student, but surrounded by the course, department, institution, discipline, state, and broader community. It is also grounded on a conceptualization of equity-based teaching (Equity-Based Teaching Collective, 2023) that 1) expands our conceptions and expectations of education and teaching; 2) recognizes that transforming education must go beyond classrooms to include the structural and institutional contexts in which they are embedded; 3) seeks to center and benefit all students, especially those who have been historically marginalized, by representing, recognizing and advancing students’ own forms of knowledge and lived experiences as well as their diverse identities, communities, and histories; 4) facilitates relational and reciprocal learning environments that cultivate caring and authentic relationships, redistribute power, and co-construct education. This study conducted a landscape analysis including four main methods: a meta-analysis of 112 related articles; 2) a quantitative analysis of introductory courses across 103 institutions; 3) a content analysis of 134 documents across 51 institutions and related organizations; 4) and the voices of students, faculty, and institution leaders through focus groups or interviews.

Results confirmed the critical role of multiple stakeholders across the ecosystem of equity-based teaching improvement. EBTC findings offer specific recommendations for policies, programs, and practices to improve equity-based teaching for each of the following ecosystem actors: Students, Faculty, Deans & Department Chairs, and Institution Leaders. Results also suggest initial recommendations and further research for additional ecosystem actors: disciplinary associations, communities, associations & businesses, state systems, and funders. Prior research and praxis in college teaching improvement has extensively focused on the individual faculty member. The results of this EBTC study illustrate the role of broader actors beyond faculty that are necessary for deep and sustained EBT improvement and the associated improvement in equitable learning and success.

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