This page will briefly explain how SER seeks to engage El Camino College faculty in equity-minded dialog and
action planning and bring equity across the curriculum.
A Community of Practice
After careful consideration by SER, it was clear that Etienne Wenger’s community of practice model was the
logical choice for bringing faculty together to engage in equity dialog, instructional design and action planning.
Why? Communities of practice are “groups of people who share a concern or a passion for something they do
and learn how to do it better as they interact regularly.” Thus, unlike traditional workshop designs which focus
on conversion or training to attain results, “communities of practice aim to bring out the community’s own
internal direction, character and energy” to achieve results. Since SER is a faculty driven initiative, it was
important that faculty shape its direction and outcomes.
Thus was born SER’s equity across the curriculum community of practice. SER’s community of practice first
met on February 19, 2016. Click on the following link for the agenda and materials distributed: Seminars
SER’s aim is that the initial participants of this inter-division community of practice will then create
communities of practice at the divisional level to engage additional faculty in student equity dialog. Only then
will equity across the curriculum will become a possibility.
Defining Equity
Next, SER faculty arrived at a consistent definition of what equity means. El Camino College is an open access
institution. All student enrolled at El Camino College have equal access. Equity, in contrast, is ensuring that
once enrolled students should achieve equal educational outcomes. Thus the focus of SER is equal educational
outcomes in the classroom.
A Paradigm Shift
When addressing student equity plans, traditional institutional practices tend to focus more on bolstering
college-readiness curriculum (ESL, developmental and basic skills), effectively coordinating and integrating key
student and learning support services. Historically, this approach has perceived student characteristics as the
primary cause of differences in educational outcomes. Consequently, faculty tendencies are to refer students to
these services without necessarily inquiring whether any practices in their classrooms might be contributing to
equity gaps.
Using the work of Dr. Stella Mara Bensimon and USC’s Center for Urban Education, SER faculty will reframe
equity through organizational learning theory. This framework encourages faculty to reflect on their teaching
methods, their views on how students learn, their assignment design and their content delivery and to assess
how these factors may also be contributing to the equity gap.
SER seeks to bridge these two differed approached to student equity.
SER Equity-Minded Inquiry and Framework
The SER equity-minded framework, the process SER faculty will use to address inequities in their classes, has
two components to it. First, seeing patterns of inequity in our institution, divisions and classrooms through the
examination of disaggregated course completion data. Second, building an equity-minded community of
practice where equity inquiry and action planning can take place based on disaggregated course completion
data.
SER’s Learning Community Pilot Program
All the frameworks subscribed to by SER have come together in a pilot learning community program that has
been initiated by the Behavioral and Social Sciences Division. Along with the frameworks described above, this
learning community model has drawn inspiration and guidance from the following:
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California State University’s Give Students a Compass
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California Community Colleges Success Network’s Threshold Project
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University of Southern California’s Center of Urban Education
•
Association of American Colleges and University’s Liberal Education & America’s Promise
Learning communities are a curricular approach that links or clusters two or more courses that focus on an
interdisciplinary theme or problem and are composed of a cohort of students. This curricular approach seeks to
restructure a students’ time, credit, and learning experience to build a community that enhances learning and
fosters connections among students, faculty, and disciplines. Learning communities bring meaning and value to
a student’s educational experience. What are the benefits of learning communities?
•
They enable students to make “explicit connections between the skills and knowledge learned in the
linked courses” and facilitate “intellectual interaction between faculty and students, and between students
and students.”
•
They provide for a “coherent interdisciplinary or cross subject experience that promotes a deeper type of
learning than is possible in stand-alone courses.”
•
They address retention an success through the support of a community composed of faculty and students.
Participating faculty in SER learning communities will incorporate the following
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Affective domain learning
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Educational neuroscience
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Threshold concepts and wicked problems design
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Service learning
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Community oriented signature research project
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Reading Apprenticeship Framework
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Equity-minded content design
•
General Education redesign through an integrative and applied learning experience
Click on the following links for more specifics on SER’s learning community pilot program: Learning
Community Schematic | Learning Community Proposal
Student Equity Reenvisioned
SER
The Model
Jason Suarez
SER Faculty Coordinator
Wendy Lozano
Student Services Specialist
Student Equity