Better together: Using course outcome data and learning communities to foster institutional change

Abstract

Inspired by the SAGE 2YC project, we, the authors, examined course outcome data by demographics, which led to engagement of faculty across campus. Although our introductory‐level geology course had one of the highest “C or better” rates in the institution, when we examined course success by demographics, significant racial inequities emerged. As part of our mission to reduce inequities college‐wide, we encouraged faculty across our institution to examine their own course success rates and adopt pedagogical techniques that have demonstrated results at minimizing or eliminating inequities in course outcomes. We engaged faculty in a departmental equity group, a panel of cross‐college departmental equity groups, a workshop series for STEM instructors, and a college‐wide workshop on syllabus revision. Interdisciplinary faculty learning communities can effectively create systemic, bottom‐up change by engaging faculty across disciplines to identify inequities within their sphere of influence.

Turning the page: The importance of faculty‐led book clubs

“…At Fletcher Technical Community College, we (Christie Landry and Jacqueline Richard) first evaluated student outcomes data to identify an opportunity to develop a professional development book club series (see Chapter 12 by Colosimo et al. (2022) in this volume). We chose to focus on how we can better prepare our students for success in their coursework across the curriculum.…”

Diversity by design: Broadening participation through inclusive teaching

“… Make (appropriately) disaggregated course‐level outcomes data available to faculty and encourage its use : Have your institutional resource department meet with faculty during department meetings and create easily navigable pathways for faculty to request course level data (see Chapter 12 by Colosimo et al. 2022 in this volume). Connect faculty and classrooms with institutional services : Connecting college staff (library services, tutoring, and/or academic advising) with faculty can allow faculty to take advantage of other employees’ expertise. Combat siloing : Offer and encourage faculty to interact broadly with the college community. Facilitate meet and greets, mixers or potlucks, cross‐department meetings, and mixed disciplinary professional development to encourage that collaboration and innovation continue long after the professional development is over. Make the college structure known to employees : Broadly sharing how different departments on campus function makes it easier for faculty change agents to form a network of allies and champions who can smoothly facilitate new collaborations, initiatives, and innovations.…”

Power and potential: Engaging adjunct faculty as leaders and agents of change

“…The PD included sessions on leadership development; CAs learned about Bolman and Deal (2017) organizational frames, and change theory (Fullan, 2020;Kotter, 2014). Participants investigated course-level participation and success data to identify diversity and equity gaps (e.g., Bragg et al, 2020; see Chapter 12 by Colosimo et al (2022) in this issue). Working in campus-based teams, CA teams developed a data-driven action plan to implement some of the strategies presented in the PD in their teaching and within their program or department (Macdonald et al, 2019;Ormand et al, 2022).…”