The Teaching for Equity Institute at the Center for the Advancement of Teaching provides a supportive space for our community of faculty to engage in deep conversation on what it means to create equitable, inclusive, and just learning opportunities for our diverse group of learners in every discipline offered at Temple University, and to develop strategies for accomplishing this goal.

Drawing upon the evidence on equitable teaching and learning, faculty will explore teaching practices that promote a sense of student belonging in all learning environments by examining our interactions and relationships with students, the impact of faculty and student intersectional identities on learning, and the assumptions that may exist in our disciplines and classrooms that can affect learning dynamics and outcomes.

We will consider the importance of cultural competence in our course design and pedagogy by intentionally thinking about ways to connect students to the value of what they are learning to their lives, communities, and aspirations. We will work to create meaningful learning environments that see students’ unique lived experiences, voices, and strengths as assets that enrich and inspire learning for all students. Finally, we will examine how to democratize our classrooms in ways that empower students to take control of their own learning, and support that new role by employing strategies that improve student self-efficacy and self-regulation.

Facilitators: Stephanie Fiore, Associate Vice Provost, CAT; Dana Dawson, Associate Director, CAT; Jeff Rients, Associate Director, CAT; Linda Hasunuma, Assistant Director, CAT; Cliff Rouder, Pedagogy & Design Specialist, CAT; Elizabeth White Vidarte, Adjunct Assistant Professor, English, CLA

The Teaching for Equity Institute meets in person for four sessions:

• Friday, October 6, 9:30 AM - 12:30 PM
• Friday, October 13, 9:30 AM - 12:30 PM (hosted online via Zoom this week only)
• Friday, October 20, 9:30 AM - 12:30 PM
• Friday, October 27, 9:30 AM - 12:30 PM

Registration for the first session serves as registration for the subsequent sessions.

Faculty completing all four sessions in the institute will receive a letter of completion from the Center for the Advancement of Teaching.