Equity-Based Teaching in Higher Education Summary In this report, we describe what we mean by equity-based teaching (EBT)–an approach that supports all students, particularly those the data shows face greater barriers to academic success, Black, Latine, Indigenous and Low-Income (BLILI) students across disciplines–and articulate an ecosystem approach of how different stakeholders can interact to produce equity-based teaching and outcomes for BLILI students. We identify policies, programs, and practices for EBT improvement for different actors in the ecosystem. Equity-based teaching is a commitment to achieving equitable learning experiences and outcomes for all students, and BLILI students in particular. Achieving an equitable learning environment for all students can only come from change within an entire educational ecosystem. An ecosystem approach to equity-based teaching begins from the understanding that teaching and learning are shaped by and take place within multiple nested and interrelated contexts. Enacting equity-based teaching requires changing not only what happens in classrooms, but also the structural and institutional contexts in which education is embedded. As we address those levers across the ecosystem, we are mindful to also tend to the evolving role of technology. The EBT policies and practices described in this report will not be successful unless the technology and its providers are also steeped in equitable practices. Who is this report for? We highlight 15 recommendations across five stakeholders: Institutional Leaders, Directors and Staff of Centers for Teaching and Learning, School Deans/Department Chairs, Faculty, and College Students. If you lead or are a member of one of these communities, we encourage you to view the recommendations across the ecosystem, but especially those focused on your specific role within the ecosystem. Focus of This EBTC Report Institutions Departments/Programs Student Support Services Courses/Faculty Students Disciplines Disciplinary Paradigms Disciplinary Associations Understandings of EBT Communities Families Cultural Wealth Neighborhoods Public Opinion Funders Foundations Government State and Federal Landscape Policy Socio-Political Context Resources Associations and Businesses Higher Education Associations Rankings and Classifications Local Businesses About EBTC The Equity-Based Teaching Collective (EBTC) is a group of scholars committed to advancing equitable teaching in higher education. They are composed of principal investigators and team members across three institutions: American University, Florida International University, and the University of Connecticut. Principal Investigators Corbin Campbell Milagros Castillo-Montoya Bryan Dewsbury Brian McGowan EBTC Team Nicole Chlebek Jillian Ives Morgan Leopold Asia Thomas Uzomba Advisory Board Ariel Anbar President’s Professor, Distinguished Global Futures Scientist, Howard Hughes Medical Institute Professor, School of Earth & Space Exploration, School of Molecular Sciences, Arizona State University Marcy Baughman Executive Director, Learning Science and Insight, McMillin Learning Kerry Brenner National Academies of Sciences, Engineering, and Medicine Tia Brown McNair Partner, Sova, and Senior Consultant, American Association of Colleges and Universities (AAC&U) Catherine Dignam Professor, Chemistry, Framingham State University Rebecca Karoff Associate Vice Chancellor for Academic Affairs, University of Texas System Judy Marquez Kiyama Professor, Center for the Study of Higher Education, University of Arizona Marco Molinaro Executive Director for Educational Effectiveness & Analytics, University of Maryland Oluwafikemi Oyeniyi Student, Talladega College Tershia Pinder-Grover Director, Center for Research on Learning and Teaching in Engineering, University of Michigan Johnny Poolaw Director of Student Success, AISES (American Indian Science and Engineering Society) Elena Quiroz-Livanis Chief of Staff and Assistant Commissioner for Academic Policy and Student Success – Massachusetts Department of Higher Education Jaclyn Reeves-Pepin Executive Director, National Association of Biology Teachers Jessica Rowland Williams Senior Director of Client Service Delivery, Georgia State University National Institute for Student Success Ethan Strange Doctoral Student, Oklahoma State University Kim Thanos Founder & CEO, Lumen Learning Frank Tuitt Professor, Higher Education, University of Connecticut Karen Vignare Executive Director, Personalized Learning Consortium, Association of Public and Land Grant Universities Cassandra Volpe Horii Associate Vice Provost for Education, Director of the Center for Teaching and Learning, Stanford University Fay Yokomizo Akindes Director of Systemwide Professional & Instructional Development, University of Wisconsin System
