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this image really struck me in highlighting the differences in our student population. it is striking the difference between the image on the right and the image on the left. as instructors, we really must consider where our students are coming from and the opportunities they have been afforded.

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We need to encourage this for ALL professors. We need to give ourselves TIME to reflect and improve upon our classes/practices

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Joe: in grad school, I heard the diversity + equality model being described as the Power Rangers model. It's apt, and describes why it's not enough.

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In the beginning of my teaching career, it was really difficult for me to understand how something like my approach in the syllabus could be part of a broken system. The way we learn about how to manage a class is part of a system that can treat students quite harshly, and even dehumanize them in many ways

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Joe: Social capital and emotional energy are great concepts that help guide how we understand this. I think they can also guide us to best teaching practices.

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One thing I try to do regularly is to check my communications with students to be sure it's free from bias. I teach 100% online asynchronous all the time, so written communication is important.

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This image appears to imply that no matter how "diverse" or "inclusive" the burdens are not equal but perhaps debilitating ..?

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This image appears to imply that no matter how "diverse" or "inclusive" the burdens are not equal but perhaps debilitating ..?

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I wasn't prepared for the difference in education that private high school students receive as opposed to public school students. I currently teach a couple of dual enrollment courses at Cathedral Catholic HS in Del Mar, and the differences I've noticed from where I went to HS are astounding. They have opportunities I had never even thought of when I was a student. The inequality is real and quite depressing when I think about others who were like me going through a system that benefits some and disadvantages many

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Students need to feel like they belong in higher ed. Achieving this sense of belonging in every class session and communication with my students is something I strive for.

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Equity is not the same as equality. I have found myself reflecting on how to reach out to students who are specifically struggling. This is challenging in the online environment. I can send emails, record video presentations, and still not reach students. I went through my grade book this morning and spend an hour emailing students who have either stopped participating or have a low percentage in the class. My goal is to connect with them so I can refer them for support. We will see how many responses I receive.

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Joe: This one's always hit me hard in higher ed for physics. Our PHYS program at MCC has reduced equity gaps for some populations (e.g. Hispanic/Chicanx/Latinx) to zero over the past few years...but how broken is the system when there are groups that that enroll in such small numbers in our courses that we can't draw meaningful data from it (e.g. Black/African American)?

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There's a current "cancel culture" phenomenon in our society. I'm curious if anyone is paying close attention to it and worried that if you say something "racist" or "sexist" that you'll be "cancelled" meaning in some cases face disciplinary action or even fired. Anyone have thoughts on this or worries about how we as faculty can have productive conversations around systemic bias and institutional racism on campus?

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I sometimes see when students share with me that they're coming from low income families, and as they would describe as lacking, they're already coming into our classrooms with low self-esteem issues. So we need to encourage and support them the best way we can!

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Seeing examples of equity-minded syllabi and understanding the rationale behind the policies was certainly helpful for me.  Also, the idea of uniformly enforcing policies was enlightening as students vary in their comfort level asking for exceptions, so giving grace to those who ask for it but not for those who don't can unintentionally favor certain populations.

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Joe: Belonging, inclusion, and community are  important for all students in higher ed, but those factors have the biggest positive impact on our DI students. Changing our classrooms to engage those pillars is key.

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It's been a BIG challenge for me to feel like I'm connecting with students so that they feel like they belong. Sometimes I don't feel engaged in virtual webinars so I know it is so hard for students.

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Equality seems to fit into this idea of a meritocracy where if everyone works hard, they are rewarded for it. No matter who you are, everyone has an equal opportunity. It's a nice thought to have, but I know that the starting line is so much different for so many students AND faculty alike. Even though I'm teaching and doing my best, I still feel like an imposter in many spaces. I can't imagine what it must feel like for a student who is told they're just like everyone else when we KNOW it's just not true. Some start way ahead of the game, and everyone else is either just starting or playing catch up. Sure we can all work hard, but some have to work much harder than others

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Joe: The bitterness of the work we can do is that we're only one part of the pipeline (the tail end). We can argue that the real work is fixing the early portions, and that's much harder to scale up statewide (let alone nationwide).

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I participated in the CAP program, the California Acceleration Program, which was an intensive instructional program where we covered two semesters of coursework in a single semester.  What we found is that students performed better and got higher scores with the methodology of starting with more difficult material first and practicing it throughout the semester.  The theory is that by shortening the ladder, it gives students fewer opportunities to fall off.  While I was skeptical to start with, I found that it was really effective and it worked with our credit students at Cuyamaca College.

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This is a great question and I think part of the answer is that the real work is ongoing.  We, as professors, need to continue to educate ourselves, reflect, and then make changes.  I believe we can also inspire this process in others.
So - the work is both reflective and then tangible, in terms of the changes that we make (in ourselves and in our classes).

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Yes I think the challenges have been heightened by the pandemic. The issues and challenges that were present before the pandemic have just increased in so many ways.

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The more aware I become of inequity and racism I find I am continually able to identify examples in our broken healthcare system and bring these discoveries forward to my students for discussion and reflection.  The colonialism nursing and healthcare has created so much mistrust and neglect 

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The more aware I become of inequity and racism I find I am continually able to identify examples in our broken healthcare system and bring these discoveries forward to my students for discussion and reflection.  The colonialism nursing and healthcare has created so much mistrust and neglect 

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Typically when I have seen pictures that depict equity, it is the one with the children at the field on one side of the fence overlooking the baseball diamond. This picture provides more concrete examples on how the inequalities occur in education. This picture reinforces the need to provide additional support to help those who have been disproportionately impacted.

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I think the real work begins with each and every one of us reflecting inward and accepting the reality that we have our work put out for us, but it's for the benefit of our students and society. We have the chance to make a difference in the lives of students, we just have to do the work