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You are at a well known successful institution when it comes to DEI initiatives. You have made changes that have improved scores across the board for groups of students.  However, equity gaps remain between underrepresented students and represented students and first gen students and their counterparts.

What would you do?

How would you provide support as a consultant?

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Engage students and, particularly, alumni from those identity groups that you want to impact. Their feedback could be invaluable

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First thing - message involved faculty that data shows challenges remain

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First thing - message involved faculty that data shows challenges remain

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Do you still have people who recognize the need for change? Or do they think your dept is "done" bc of recognition and prior success?

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What data have you looked at to determine where the gaps are or what may be influencing the gaps?

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What unique challenges do your underrepresented students and first gen students face that their counterparts do not? Perhaps addressing these challenges in classroom policies can move the needle a bit.

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Should the focus be on the students or on the faculty or on something else?

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Should the focus be on the students or on the faculty or on something else?

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Showing the data to make people see that there are issues!

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Showing the data to make people see that there are issues!

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acknowledging that there is an issue was a huge step, so you can focus on the current specific settings of the class

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It may be helpful to look back and what has been done and celebrate the impact it has had, and then commit to working together to address this new challenge.

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How many sections are there? Are there enough so that you could switch instructors/teaching practices between the more successful and less successful courses? Seems like getting at the variables separately (different course levels, different teaching practices) would be useful, so that you can try to compare more directly within a course rather than across courses?

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Tufts example:

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Center for the Enhancement of Learning and Teaching

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The Pedagogical Partnership Program connects undergraduate students and faculty across departments for a semester to improve instruction and develop innovative strategies for enhancing classroom student engagement, reflect on equity, and improve learning outcomes. These partnerships are intended to alter power dynamics. They provide a unique opportunity for faculty to understand the student perspective on their instruction, and offer student partners the opportunity to constructively co-create improved learning experiences. Student-faculty partners will work together to evolve and improve pedagogy to be more inclusive, equitable, and learner-centered.

What do partners do together?

Each partnership is unique, with the goal of true collaboration and mutual understanding. Some examples of partner work have been to:

Collaborate to design activities to make the classroom experience more student-centered and engaging

Co-develop strategies to strengthen relationships with and between students

Identify classroom inequities and seek to understand how students of different identities are experiencing the class, and implement ways to create a more welcoming and inclusive environment for all students

Brainstorm and experiment with ways to make classrooms accessible and equitable

Elicit student feedback for course improvement

Collaborate on the development of curriculum for future courses

There will be a meeting and orientation to the program before the semester begins.

Each week, student partners will observe one of their faculty partner's class sessions. Partners will meet outside of class to reflect on strengths or possible changes that might improve instruction and the learning environment.

The cohort of faculty partners will meet monthly with the program advisor, Heather Dwyer, from CELT.

The cohort of student partners will meet weekly with the student program coordinators and CELT program advisor for learning and sharing experiences.

Faculty who are unable to participate in a full partnership but who are interested in targeted student feedback on their teaching can work with the P3 Student Ambassador.

How much time will it take?

Faculty partners should expect to spend approximately one hour per week, and student partners will spend approximately seven hours per week.

What do student and faculty participants have to say about the program?

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Pedagogical Partnerships: A how-to guide for faculty, students, and academic developers in higher education

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Pedagogical Partnership Program - Center for the Enhancement of Learning and Teaching

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Faculty and Student Partnerships for Inclusive, Learner-Centered Teaching Faculty applications for Fall 2023 are now closed. Students interested in participating are invited to complete the interest form (rolling deadline). We will reach out to you… Read More

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ensure that the work you do creates capacity, i.e. more faculty in your department will have greater understanding of equity issues and will be more knowledgeable about equitable classroom practices