Friday Equity Discussions:

Spring 2021

friday equity discussions

Details:

  • Dates: April 2, April 16, May 7, May 21

  • Time: 11am - 12pm PST

  • Meeting location: Zoom - bit.ly/3pgvYrw

Friday Equity Discussion topics & sign-up (optional!):

What are Friday Equity Discussions?

  • This is a focused discussion group centered on equity in instruction. Facilitator will provide resources related to the session's topic, but is not a presenter; this is a peer support group. Everyone brings their own expertise and experiences to share.

  • Drop-in group. No long-term commitment, no required reading, RSVP optional

  • Open to all UCSC instructors, including GSIs & TAs

  • Choose your own level of engagement. Feel free to keep your camera off if you prefer, or participate primarily as a listener.

Why Friday Equity Discussions?

  • Build community and peer support among instructors

  • Problem-solve with diverse group of colleagues from all departments

  • Get inspired to try something new in your teaching!

Who is facilitating?

  • Megan Alpine, Instructional Equity Coordinator with UCSC Online Education and CITL

    • Megan received her PhD in Sociology from UC Santa Cruz in June 2020. For her dissertation research, she interviewed, surveyed, and observed instructors as they taught the new College 1 curriculum in Fall 2018. Her dissertation speaks to best practices for equity in undergraduate instruction and offers recommendations for creating faculty professional development opportunities that center instructors' lived experiences in the classroom.

april 2 - Using Humor to build community resources

Appleby, D. C. (2018, February). Using humor in the college classroom: The pros and the cons. Psychology Teacher Network. https://www.apa.org/ed/precollege/ptn/2018/02/humor-college-classroom

Chen, G. H., & Martin, R. A. (2007). A comparison of humor styles, coping humor, and mental health between Chinese and Canadian university students. Humor: International Journal of Humor Research, 20(3). https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1515%2FHUMOR.2007.011

Cooper, K. M., Hendrix, T., Stephens, M. D., Cala, J. M., Mahrer, K., Krieg, A., ... & Brownell, S. E. (2018). To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses. PloS one, 13(8), e0201258. https://doi.org/10.1371/journal.pone.0201258

Cooper, K. M., Nadile, E. M., & Brownell, S. E. (2020). Don’t joke about me: Student identities and perceptions of instructor humor in college science courses. Journal of Microbiology & Biology Education, 21(1). https://dx-doi-org.oca.ucsc.edu/10.1128%2Fjmbe.v21i1.2085

Frymier, A. B., Wanzer, M. B., & Wojtaszczyk, A. M. (2008). Assessing students’ perceptions of inappropriate and appropriate teacher humor. Communication Education, 57(2), 266-288. https://doi-org.oca.ucsc.edu/10.1080/03634520701687183

Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead to aha!. College Teaching, 54(1), 177-180. https://doi-org.oca.ucsc.edu/10.3200/CTCH.54.1.177-180

april 16 - Anti-racist pedagogy resources

Becoming an Anti-Racist Educator. 2020. Wheaton College. https://wheatoncollege.edu/academics/special-projects-initiatives/center-for-collaborative-teaching-and-learning/anti-racist-educator/

Chew, S., Houston, A., & Cooper, A. (2020). The Anti-Racist Discussion Pedagogy. Packback. https://www.packback.co/resources/anti-racist-discussion-pedagogy-guide/

Husband, M. (2016). Racial battle fatigue and the Black student affairs professional in the era of# BlackLivesMatter. The Vermont Connection, 37(1), 10. https://scholarworks.uvm.edu/tvc/vol37/iss1/10

Richards, B. N. (2018, May 25). Is Your University Racist? Inside Higher Ed. https://www.insidehighered.com/advice/2018/05/25/questions-institutions-should-ask-themselves-determine-if-they-are-operating

may 7 - Supporting first-gen students resources

Covarrubias, R., Valle, I., Laiduc, G., & Azmitia, M. (2019). “You never become fully independent”: Family roles and independence in first-generation college students. Journal of Adolescent Research, 34(4), 381-410. https://doi-org.oca.ucsc.edu/10.1177%2F0743558418788402

Engle, J., Bermeo, A., & O'Brien, C. (2006). Straight from the Source: What Works for First-Generation College Students. Pell Institute for the Study of Opportunity in Higher Education. https://eric.ed.gov/?id=ED501693

Jaschik, S. (2021, February 17). 'College Belonging.' Inside Higher Ed. https://www.insidehighered.com/news/2021/02/17/author-discusses-her-book-college-belonging-and-first-generation-students

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: how American universities' focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178. https://psycnet-apa-org.oca.ucsc.edu/buy/2012-05827-001


may 21 - Equity-minded assessment resources

Montenegro, E., & Jankowski, N. A. (2020). A new decade for assessment: Embedding equity into assessment praxis. Occasional Paper, (42). https://www.learningoutcomesassessment.org/wp-content/uploads/2020/01/A-New-Decade-for-Assessment.pdf

Stevens. L. (2020, June 23). Considering Integrity in Assessments for Large Classes. Dalhousie University Centre for Learning and Teaching. https://focus.clt.dal.ca/blog/considering-integrity-in-assessments-for-large-classes

What are inclusive assessment practices? (2020). Tufts University Center for the Enhancement of Learning and Teaching. https://provost.tufts.edu/celt/inclusive-assessment/