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Catalyst, FIGs, TeachingTree, CEER, MOSAIC

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Catalyst, FIGs, TeachingTree, CEER, MOSAIC

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FPLC (faculty professional learning committee) can support this objective

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In evaluating these co-requisites and pre-requisites, making students' feedback and suggestion a bigger part of the study seems key.

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In evaluating these co-requisites and pre-requisites, making students' feedback and suggestion a bigger part of the study seems key.

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I look forward to continuing honest communication and district, campus, and department level opportunities for self-reflection that leads to more equitable classroom experiences for our students and faculty.

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I look forward to continuing honest communication and district, campus, and department level opportunities for self-reflection that leads to more equitable classroom experiences for our students and faculty.

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I wrote to the second one in the last padlet but this is also a priority. I've learned that sharing the technology I learn with colleagues is really helpful and hopefully impactful.  I think community is key for many of the goals

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Need to bring PL experiences to faculty in school and department meetings. Need to incentivize PL experiences with a robust evaluation process.

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There's nothing in the appraisal form or evaluation process to assess equitable and inclusive practices of faculty. So how is this being evaluated? IE data aside, this is not done at all at our school.

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Comparing success rates in the coreq classes alone leads to faculty calling the coreq classes 'less rigorous' or suggesting that they are not held to the same standard. We need access to data on subsequent classes at the instructor and class-type level.

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All of the good offerings mentioned above only continue to reach the choir. Without actually admin holding up high-quality or innovative practices (why don't we have teaching awards? why aren't olympian spirit awards given for this?) or evaluations / appraisal portions on this, there is no expansion beyond the choir.

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There is a lot of OER support - but the only thing faculty get for using OER is MORE work and MORE students with that no cost marker on the schedule. There needs to be a mandate limiting the cost of materials for courses or providing something to those faculty doing extra work to reduce costs for students.

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This semester, I will be using the wellness module that was developed by Kelsey and Katie in my classrooms. For my basic skills classes, it will be a part of the curriculum and for other courses, it will be extra credit.

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I would like to see more information regarding where the students come from and how they do after they leave my classes.

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OER resources are always promoted, but there isn't real support for the development/collection of them. In programs where this could have the most impact (multiple sections of the same class currently using one textbook), faculty should be given significant reassigned time for one semester which would allow them the immense amount of time that would be necessary to collect and develop resources equivalent to current textbook/website options.

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We still don’t know. We define it by grades yet promote ungrading… we care about retention and connection yet cancel small classes… We have no good way to study this, it seems all to be trend driven.

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Mandatory DEI trainings and workshops for all employees - similar to our Sexual Harassment trainings that are required to complete

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Web/network- create spaces where faculty & other employees can share their knowledge (for example, take time during regularly scheduled school/department meetings for faculty to share their practices)

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How are true equity gaps reduced by providing lower quality materials just because they are free? Why do we not look for other ways to be able to provide edited, high quality content? Why do we not support faculty developing their own content?