{"id":27,"date":"2024-04-14T21:19:45","date_gmt":"2024-04-14T21:19:45","guid":{"rendered":"https:\/\/eccser.org\/seamypath\/?page_id=27"},"modified":"2026-03-13T14:49:02","modified_gmt":"2026-03-13T14:49:02","slug":"topic-4","status":"publish","type":"page","link":"https:\/\/eccser.org\/seamypath\/topic-4\/","title":{"rendered":"MYPATH INSTITUTE TOPIC 4"},"content":{"rendered":"\n

EQUITIZING THE CURRICULUM<\/strong><\/p>\n\n\n\n

Understanding and addressing equity gaps is an essential step toward creating inclusive learning environments. But how are equity gaps identified? In many institutions, equity gaps are measured using disaggregated student data. This data often includes indicators such as course participation, persistence, and success rates, broken down by student groups. By examining these patterns, educators can see where disparities exist and which students may be experiencing barriers to success. Historically, many equity-focused initiatives concentrated on helping students transition into college-level coursework or connecting them with support services and programs outside the classroom. While these efforts remain important, attention is increasingly shifting to what happens inside the classroom itself. Today, faculty are encouraged to reflect on their assumptions about student learning and to critically examine how their courses are designed and delivered. This includes reconsidering course structure, learning activities, assessments, and teaching practices through an equity lens. By doing so, instructors can better understand how instructional choices may unintentionally create barriers for some students. The ultimate goal is equitable instructional design which is the intentional creation of learning environments that promote access, engagement, and success for all students. This approach seeks to remove structural barriers while valuing and incorporating diverse experiences, perspectives, and ways of knowing. In this topic, you will explore practical strategies for building a course centered around equitable instructional design.<\/p>\n\n\n\n

myPATH Presentation – (Required Reading\/Viewing):<\/strong><\/p>\n\n\n\n

Presentation: Equitizing the Curriculum<\/a><\/p>\n\n\n\n

Supplemental Reading – (Required Reading\/Viewing): <\/strong><\/p>\n\n\n\n

Packback: The Anti-Racist Discussion Pedagogy<\/a>.<\/p>\n\n\n\n

Kyoko Kishimoto: Anti-racist pedagogy – from faculty\u2019s self-reflection to organizing within and beyond the classroom<\/a>.<\/p>\n\n\n\n

Insights: Decolonizing the Curriculum<\/a>.<\/p>\n\n\n\n

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Additional Resources – (Optional Reading\/Viewing):<\/strong><\/p>\n\n\n\n

Equity and Pedagogy<\/em><\/strong><\/p>\n\n\n\n

California Community Colleges: Diversity, Equity, and Inclusion Glossary of Terms<\/a>.<\/p>\n\n\n\n

Center for the Study of Social Policy: Key Equity Terms and Concepts<\/a>.<\/p>\n\n\n\n

College Student Educators International: A Bold Vision Forward<\/a>.<\/p>\n\n\n\n

Educational Psychology Commons: SEL in Higher Education<\/a>.<\/p>\n\n\n\n

John W. Gardner Center for Youth and Their Communities: Equitable Access by Design<\/a>.<\/p>\n\n\n\n

Equitable Grading Practices<\/em><\/strong><\/p>\n\n\n\n

Harvard EdCast: Grading for Equity<\/a>.<\/p>\n\n\n\n

Inside Higher ED: Improved Grading Makes the Classrooms More Equitable<\/a>.<\/p>\n\n\n\n

Equitable Syllabi<\/em><\/strong><\/p>\n\n\n\n

Bryn Mawr College: Revolutionizing My Syllabus<\/a>.<\/p>\n\n\n\n

Center for Urban Education: Syllabus Review<\/a>.<\/p>\n\n\n\n

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EQUITIZING THE CURRICULUM Understanding and addressing equity gaps is an essential step toward creating inclusive learning environments. But how are equity gaps identified? In many institutions, equity gaps are measured using disaggregated student data. This data often includes indicators such as course participation, persistence, and success rates, broken down by student groups. By examining these […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-27","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/pages\/27","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/comments?post=27"}],"version-history":[{"count":20,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/pages\/27\/revisions"}],"predecessor-version":[{"id":1010,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/pages\/27\/revisions\/1010"}],"wp:attachment":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/media?parent=27"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}