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Ä¢¹½ÊÓƵ School of Education faculty members Dr. Brian L. McGowan and Dr. Corbin M. Campbell have co-led a transformative research initiative examining how to scale equity-based teaching in higher education. The two-year study, funded by a $1.1 million grant, brought together distinguished educators from Ä¢¹½ÊÓƵ, the University of Connecticut, and Florida International University to develop comprehensive strategies for creating more equitable learning environments.

Understanding Equity-Based Teaching (EBT)

The research defines EBT as "a commitment to designing learning experiences that address the root causes of inequity in education to effect long-term institutional change and to improve outcomes for BLILI students in particular, and all students in general."

Equity-based teaching is about creating learning environments where every student can thrive," explains Dr. Campbell. "It's not just about making minor adjustments to our teaching methods – it's about fundamentally reimagining how we approach education to ensure all students see themselves represented and valued in the learning process.

The study specifically addresses persistence challenges faced by Black, Latine, Indigenous, and Low-Income (BLILI) learners, particularly in STEM fields. As principal investigator from Florida International University emphasizes, "If it's not effective for everyone, then it's not effective."

Four Key Dimensions of EBT

The report outlines crucial aspects of equity-based teaching:

1. The What: EBT expands traditional educational concepts beyond subject-matter teaching, incorporating equitable policies, practices, experiences, and outcomes.
2. The Where: Recognition that education occurs within interconnected contexts, requiring transformation at both classroom and institutional levels.
3. The Who: Centering historically marginalized students while advancing diverse knowledge forms, and incorporating lived experiences and cultural identities.
4. The How: Creating reciprocal learning environments that foster authentic relationships and redistribute power in both classroom dynamics and curriculum development.

Dr. Cambell explains EBTÌýin this 60-second video.

Implementation Strategy

The report provides 15 comprehensive recommendations targeting five key stakeholder groups:

• Students
• Faculty
• Deans and Department Chairs
• Institutional Leaders
• Centers for Teaching and Learning

For institutional leaders, an example recommendation emphasizes creating a culture of innovation through:

1. Prioritizing teaching improvement
2. Providing adequate funding and resources
3. Supporting course research
4. Enabling professional development opportunities
5. Enhancing tenure, promotion, and reappointment processes for equity-focused educators

Students are encouraged to become equity advocates, including monitoring and addressing potential bias or harm in both physical and virtual classrooms, in one recommendation for them.

Community Engagement and Launch

The report's October release event in Washington, DC, demonstrated the collaborative spirit of the initiative. Beginning with an acknowledgment of the land's indigenous heritage (Nacotchtank, Anacostan, and Piscataway peoples), the gathering featured a traditional "cafesito" coffee-sharing ceremony, bringing together approximately 45 in-person attendees.

The event included:

• Presentations by principal investigators
• Interactive roundtable discussions
• Virtual participation options
• Q&A sessions with project contributors

McGowan discussed the potential implementation of an EBT certification program, concluding with an inspiring message:

This document is intended to serve as a valuable resource in advancing your commitment to equity-based teaching, offering insights that will enhance the impact and depth of your efforts to create more inclusive and transformative educational environments.

Looking Forward

This comprehensive research initiative represents a significant step toward creating more equitable higher education environments. The recommendations provide a practical framework for institutions committed to improving educational outcomes for all students, particularly those from historically marginalized communities.

For more detailed information about the recommendations, access the complete report through theÌýEvery Learner Everywhere Transform Learning website.