Lenses for Equitable College STEM Teaching: Aligning Equity and Academic Goals

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Inclusive Teaching and Learning (Table 7)

Abstract

This study explores what helps university STEM instructors adopt inclusive pedagogies like Adaptive Equity-Oriented Pedagogy (AEP). AEP has been shown to improve student achievement by over a letter grade. Using data from a randomized controlled trial of 129 student-instructors, this paper focuses on qualitative analyses of the top and bottom 25% of the treatment group that modeled AEP. High-growth instructors more frequently aligned their academic and equity goals for student learning (e.g., promoting students’ sense of belonging and academic skills). Similarly, high-growth instructors more often defined equity as adapting to students’ needs than low-growth instructors. A few low-growth instructors defined equity as giving everyone the same thing, although they did not invoke that definition consistently when describing pedagogical practices.

Authors

• Andrew Estrada Phuong, University of California - San Diego

• Judy Nguyen, Stanford University

• Fan Huang, University of Macau

• Christopher Todd Hunn, University of California - Berkeley

• Fabrizio Daniel Mejia, University of California - Berkeley

• Jimmy Vo, Lawrence Berkeley National Laboratory