October 13th @ Noon (CST): Spotting Patterns

Introduce the Cue Classroom Engagement Self-examination and ask faculty to start noticing patterns. Our thoughts and feelings influence our behavior. Our behavior is read and responded to by others. Once we start to notice the patterns of student behaviors, we can begin to explore our role in shaping those behaviors. 

November 10th @ Noon (CST): Noticing Our Communication

Introduce the CUE Instructor Communication Self-examination to engage faculty in reflection about demonstrable equity-mindedness. The Equity-mindedness questions at the end will lead to deep self-reflection of practices.

December 8th @ Noon (CST): Examining Our Classroom Expectations

Introduce the CUE Classroom Policy Self-examination to engage faculty in reflection about their unofficial, unstated guidelines that emerge from their behaviors in the classroom.

Investigating our courses and syllabi - “As much as syllabus review is about creating more equity-minded syllabi, it’s also about critically and systematically reflecting on your teaching, as well as learning how to make inquiry a key, routine aspect of your practice” (Center for Urban Education, 2020).

January 12th @ Noon (CST): Equity-minded Syllabi Practices

Use the Checklist Approach and deep dive into the following questions:

• Which forms of equity are present/absent? 
• How are Equity-minded practices expressed in my syllabi?
• What can we modify to introduce equity or equity-minded practices into our syllabi?
• What policy changes does this work inspire us to consider?

February 9th @ Noon (CST): Equity-minded Syllabi Practices

Use the Coding Approach and conduct a deep dive:

• Identify the parts of your syllabus that exemplify (and do not exemplify) equity-minded practices.
• What can you modify to introduce equity or equity-minded practices into your syllabi?
• What policy changes does this work inspire us to consider?

March 8th @ Noon (CST): Improving Diversity and Representation in Your Course Materials

• This session will be co-hosted with the University Library. 
• Examine the required and optional readings for our courses for equity-mindedness.
• Examine assignment/discussion prompts for equity-mindedness.

April 12th @ Noon (CST) - Policy Document Review

Equity-minded document review provides practitioners with a structured process by which they can:  

• Examine whether and how campus documents communicate commitment to and actions that advance racial/ethnic equity
• Reveal whether and how colleges present and talk about racially minoritized students (i.e., Blacks, Latinx, Native Americans, and Pacific Islanders)
• Consider whether and how campus documents are associated with equity gaps experienced by racially minoritized students.

Conduct an equity-minded content analysis refers to a way of examining artifacts of practice that emphasizes: 

• Critical race-consciousness
• Awareness that practitioner beliefs, assumptions, knowledge, and approaches are racialized and can have racial consequences, typically to the disadvantage of racially minoritized students;
• Awareness that norms, policies, and practices that are taken for granted in higher education can perpetuate racial hierarchies and inequalities, even in the absence of explicit racism
• Willingness to reflect on racialized outcomes and exercise agency to produce racial equity.

Sample of documents to choose: Policy documents, handbooks, and strategy documents.

May 10th @ Noon (CST) - Programmatic Document Review

Use the protocol from April to continue reviewing documents for equity-mindedness. 

Sample of documents to choose: Program brochures and program criteria.

June 14th @ Noon (CST) - Marketing and Financial Aid Document Review

Use the protocol from April to continue reviewing documents for equity-mindedness. 

Sample of documents to choose: Website, application, recruitment brochures, and financial aid forms.