Does Adaptive Equity-Oriented Pedagogy Predict Student Achievement across Universities?

• In Event: The Scholarship of Teaching Evaluation

Abstract

This study investigates whether instructors’ equity-oriented teaching competencies predict student success. In a pedagogy course, graduate and undergraduate-students instructors completed the Adaptive Equity-Oriented Pedagogy (AEP) Competency assessment after teaching lessons. This portfolio-based assessment asks instructors to document AEP competencies and evaluates how instructors plan, teach, reflect, and adapt to address students’ equity barriers. At two R1 institutions, multilevel regression modeling suggests that higher AEP competency scores significantly predicted greater student achievement in 14+ STEM and Social Science courses, controlling for instructors’ course, class size, teaching experience, race, and gender. This previously validated AEP competency assessment has demonstrated strong reliability (0.94), exhibits no gender or racial bias, and correlates with researchers’ independent review of instructors’ teaching methods and materials

Authors

• Andrew Estrada Phuong, University of California - San Diego

• Fan Huang, University of California - San Diego

• Judy Nguyen, Stanford University

• Carolyn H. Hofstetter, University of California - San Diego

• Bowen Wang-Kildegaard, University of California - Berkeley

• Fabrizio Daniel Mejia, University of California - Berkeley

• Stanley Lo, University of California - San Diego

• Christopher Todd Hunn, University of California - Berkeley