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Better Together: Using Course Outcome Data and Learning Communities to Foster Institutional Change

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Title: Better Together: Using Course Outcome Data and Learning Communities to Foster Institutional Change
Language: English
Authors: Colosimo, Amanda B., Barone, Jessica L., Flick, Lisa
Source: New Directions for Community Colleges. Fall 2022 (199):173-187.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1525593
1524605
1524623
1524800
1835935
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Outcomes of Education, Data, Communities of Practice, Geology, Student Characteristics, Race, Equal Education, College Faculty, Educational Change, Racial Bias
DOI: 10.1002/cc.20532
ISSN: 0194-3081
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1340385
Database: ERIC
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  Value: <anid>AN0157755445;0yg01sep.22;2022Jul04.07:24;v2.2.500</anid> <title id="AN0157755445-1">Better together: Using course outcome data and learning communities to foster institutional change </title> <sbt id="AN0157755445-2">INTRODUCTION</sbt> <p>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.</p> <p> <emph>"It is not enough to be compassionate. You must act."</emph> </p> <p>‐Dalai Lama XIV</p> <p>In our Physical Geology course, withdrawals often increased after the rock identification lab exam, which requires students to identify rock names, textures, and compositions. It is arguably the most challenging exam of the semester, and the results could be so demoralizing that students believed there was no academic recovery for them, so some withdraw without first consulting their instructor. One year, however, as we looked around the classroom, we noticed it looked much more homogenous than usual. In fact, where were most of the Black students? Over a plate of lukewarm cafeteria pizza, we reflected on previous semesters. Was this an isolated incident or part of an established trend? Not until nearly a year later, when we reviewed our course outcome data, did we understand the magnitude of the problem.</p> <hd id="AN0157755445-3">SAGE 2YC AND COURSE SUCCESS DATA</hd> <p>In the fall of 2019, a team of Monroe Community College (MCC) geology faculty applied to the <emph>Supporting and Advancing Geoscience Education at Two‐year Colleges (SAGE 2YC) Faculty as Change Agents</emph> program (https://serc.carleton.edu/sage2yc/index.html) to join the third national cohort of faculty change agents. The program had three goals: (<reflink idref="bib1" id="ref1">1</reflink>) to broaden participation in geosciences, (<reflink idref="bib2" id="ref2">2</reflink>) to support the success of all students, and (<reflink idref="bib3" id="ref3">3</reflink>) to facilitate students' career pathways. The program provided professional development in metacognition, inclusive classrooms, student transfer, careers, and leadership skills in the spring and summer of 2020 (Eddy et al., 2021; SAGE 2YC, 2020). The participants then led a professional development event for faculty members on their campus in fall 2020 (Macdonald et al., 2019). Two authors were change agents in this program, while the third became involved during and after the fall 2020 professional development implementation.</p> <p>A program requirement was to investigate trends within course success rates to identify needs, strengths, and opportunities within our program (Bragg et al., 2021; Using Course‐Level Outcomes Data, 2021). We retrieved course success data using institutionally‐purchased student success and retention software and applied several filters. We obtained general information about MCC demographics from the school website and Institutional Research (Monroe Community College Institutional Research, 2020a, 2020b). MCC is a comprehensive community college that serves over 25,000 students per year on two campuses in the Rochester, NY, area. Eight percent of students are registered as having disabilities, and over 60% of full‐time, first‐time students are awarded Pell grants. At the time of data collection in 2021, MCC reported an enrollment of 11,572 students: 55% of whom identified as White, 21% as Black/African American, 11% as Hispanic, 4% as Mixed Race, and 0.5% Native American. Between 2010–2020, however, the introductory level geology course under examination, Physical Geology (GEO 101), was over‐enrolled with respect to White students and under‐enrolled in Black/African American students (Table 1). Given the demographics of MCC, addressing this disparity was identified as a potential means to increase overall enrollment in geology courses.</p> <p>1 TABLEStudent enrollment in GEO 101 from 2010 to 2020</p> <p> <ephtml> <table><thead><tr><th>Population</th><th>Students</th><th>White</th><th>Black/A.A.</th><th>Hispanic</th><th>Mixed Race</th><th>Native American</th></tr></thead><tbody><tr><td>College Overall</td><td>11,572</td><td>55%</td><td>21%</td><td>11%</td><td>4%</td><td>0.5%</td></tr><tr><td>Geology 101</td><td>1,637</td><td>80%</td><td>9%</td><td>7%</td><td>5%</td><td>0%</td></tr></tbody></table> </ephtml> </p> <p>When compared with several introductory‐level science course success rates from 2015 to 2020, including Preparatory Chemistry (82%), Oceanography (74%), Dangerous Earth (72%), Basic Nutrition (71%), Astronomy (67%), and Preparatory Physics (67%), GEO 101 had one of the highest rates (79%) of overall students earning a grade of C‐ or better in the course. Students who did not earn a C‐ or better may have earned a course grade of D, F, or withdrew from the course prior to the end of the semester. However, when GEO 101 success rates were broken down by demographics, the results were alarming. Figure 1 illustrates the differences between college‐wide success rates of demographic groups compared to the same groups' success rates in GEO 101.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/0YG/01sep22/cc20532-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="cc20532-fig-0001.jpg" title="1 Demographic breakdown of success in GEO 101 as compared to the college overall" /> </p> <p></p> <p>Upon analysis, even though 79% of GEO 101 students earned a C‐ or better for the course, only 46% of Black/African American students earned a C‐ or better, a gap of 33% for the success rate of Black/African American students enrolled in the class. Furthermore, the C‐ or better for Black/African American students in GEO 101 was lower than the average C‐ or better for Black/African American students in any typical course offered at the college (46% for GEO 101 compared to 70% for all courses) (Figure 1). An equity gap was evident in our geoscience course.</p> <p>While a multitude of factors can contribute to students' success in a course, instructors can use strategies to maximize students' chances of success (Habley et al., 2012). Armed with the understanding that much work had to be done, geology faculty participated in SAGE 2YC professional development from January through December 2020 to learn more equity‐minded, research‐based teaching techniques (Eddy et al., 2021; also see Chapter 5 by Goering et al., 2022). Over a 12‐month period, geology faculty, along with teams of STEM faculty nationally, attended virtual SAGE 2YC Zoom workshops on a variety of topics that supported the program goals. Topics focused on the importance of developing a student's sense of belonging in the classroom (e.g., Binning et al., 2020; Walton & Cohen, 2007; Supporting Students' Sense of Belonging, 2021), implementing active learning strategies (Beane, 2019; Freeman et al., 2014), creating and implementing Scientist Spotlights (Schinske et al., 2015, 2016), developing curriculum using societally‐relevant, data‐rich materials (Lee & Yang, 2019), and incorporating undergraduate research (Kuh, 2008). Topics also included elements of flipped classrooms (Bergmann & Sams, 2012), self‐regulated learners (Zumbrunn et al., 2011), and environmental justice curriculum development (Herman, 2017). To maintain progress, faculty provided regular updates to peer and project leaders including details regarding workshop design and institutional change.</p> <p>We offered virtual campus workshops during fall 2020, the tone of which was impacted by global events. COVID‐19 has impacted college students and staff globally, the extent to which is only just becoming well‐understood. The reported impact on MCC students will be summarized later. Simultaneously, as civil unrest regarding systemic racism spread both globally and locally in Rochester, NY, in the summer of 2020, the ethical call for change grew. Many corporations and institutions made a commitment to address issues of inequality and inequity that were within their own purview. While the first step may have been to better understand the scope of racial inequality in our institutions and policies, the second, more important step, was to address these issues in a meaningful way that produced measurable results within our own spheres of influence. Thus, efforts to eradicate racial disparities in course success rates became even more timely.</p> <hd id="AN0157755445-5">EQUITY WORK AT MCC: THERE ARE THINGS YOU CANNOT "UNKNOW"</hd> <p>Systemic racism is present in many forms at community colleges: in the language used by faculty and staff, in college and classroom policies, in hiring practices, and in the biases of employees and governing bodies, to name but a few (Barber et al., 2020; also see Chapter 13 by Guertin et al., 2022). Inequity can be uncovered in graduation rates and individual course outcomes. It takes the work of an entire institution to identify disparities and move forward to a place of equity (Using Course‐Level Outcomes Data, 2021).</p> <p>Faced with the gap in our own course success rates, it felt unethical not to try to address these inequities with action. A quick search of course data across other introductory‐level courses revealed that geology was not alone in its inequitable course outcomes. To bring together the minds of our intelligent, creative colleagues, a series of strategies were implemented not only to improve our own outcomes but also to expand the network of colleagues focused on this work. By using course success rates as a basis for collaboration, we hoped to shift course success rates to reflect more equitable outcomes for the institution as a whole.</p> <p>We developed three strategies to address DEI issues across the college, including a STEM faculty workshop series, a departmental equity group, and a college‐wide panel. As we began our work as change agents, we were joined by like‐minded faculty members across the college who were looking to close equity gaps in their own classrooms. Below is a summary of our strategies, outcomes, and lessons learned.</p> <hd id="AN0157755445-6">Strategy 1: Workshop series</hd> <p>As part of the SAGE 2YC program, we offered a series of three one‐hour Zoom workshops for faculty members in the fall 2020 semester entitled "Rock Stars in the Classroom" because, well, it was presented by geologists who cannot share enough rock puns. Participants included 12 faculty members who taught math, chemistry, dental hygiene, geography, and biology. They registered in advance and were surveyed at the end of each session.</p> <p>The first workshop focused on course success rates. Each participant submitted a specific course within their discipline in whose success rate they were interested. At the start of the workshop, we asked participants to brainstorm all the factors that might influence a student's success in a course. These were collated to a shared screen. Participants then identified which factors were in the purview of faculty control. The purpose of addressing course success rates in this way was to depersonalize some of the results. Faculty members can often feel attacked or threatened by course success rates, and this approach helped empower them to make changes within their sphere of influence. Data were intentionally shared only from fellow faculty members, as some faculty had historically expressed a fear of retribution for equity disparities. During the workshop, course success rates were then emailed to participants in real‐time, giving faculty an opportunity to digest and ask questions. Some courses had racial equity gaps, whereas others had sex‐based equity gaps. We shared GEO 101 success data so that participants knew they were not alone in identifying concerning issues. Successes were identified, some faculty members felt safe to share their own feelings of concern, and some asked follow‐up questions and requested further data analysis. The workshop closed with the promise that subsequent workshops would focus on evidence‐based strategies that could help reduce equity gaps.</p> <p>The second workshop focused on developing students' sense of science identity and belonging in the classroom, which can often be lacking in students of color and first‐generation students (Collins et al., 2020). Appropriate representation of scientists can mitigate some of this anxiety, especially for students who do not look like the stereotypical scientist (Yonas et al., 2020). Scientist spotlights are reflection‐based homework assignments that connect class content with non‐stereotypical scientists. These assignments have been correlated with higher course grades and success rates for students of all backgrounds, but especially for students from under‐represented groups (Schinske et al. 2015, 2016; see also Goering et al., 2022). When students begin to use non‐stereotypical language for scientists (The Scientist Spotlight Initiative: San Francisco, 2020), their narrow view of what a scientist looks like can expand to include themselves (Schinske et al., 2016).</p> <p>This workshop opened with several images of individuals. Participants were asked to select who they anticipated students would identify as scientists based purely on their appearances. They were asked to explain their answers, and the true identities of the individuals in the pictures were revealed. This introduced the stereotypical idea of a scientist–generally, a white or Asian male, less interested in style, and possibly disheveled in appearance.</p> <p>Participants were asked for instances in which they already incorporated conversations or assignments of non‐stereotypical scientists or mathematicians in their classes. They were then introduced to the concept of a Scientist Spotlight and provided examples in each of their respective disciplines, as well as with a literature review. Next, they were divided into interdisciplinary groups and asked to develop an assignment given the video or article we provided. Participants also received resources to examine additional existing Scientist Spotlight repositories (Implementation Group: Scientist Spotlights, 2021; Scientist Spotlights Initiative, 2021).</p> <p>The final workshop focused on incorporating societally relevant curricula into classes. Several participants described existing assignments. Geology professors shared a lecture in which students learned about galena, an ore of lead, and connected it to decreased brain function noted in individuals with lead poisoning (Korfmacher et al., 2017). Another geology‐related example was a comparison between the 2020 earthquakes in Chile and Haiti. Students are introduced to the tectonic and economic setting of each country. This topic simultaneously introduces the ideas of earthquake magnitude and ethics, given the death toll related to each event. Students then write a five‐minute paper reflecting on what they have learned in response to the question, <emph>Although the people of Haiti live in a "safer" geologic setting, the economic environment in which they live makes mortality after an earthquake significantly higher. What obligation do nations of the world have, if any, to help one another to reduce the human impact of environmental disasters? Explain your answer</emph>.</p> <p>Participants, in small groups, designed interdisciplinary, societally‐relevant lessons, which were subsequently shared at the end of the session. To help maintain the sense of collaboration that had developed within the group during these workshops, a discussion board was created so members could share assignments they had created, discuss what went well, what they struggled with, and ideas they developed for their classes.</p> <hd id="AN0157755445-7">Strategy 2: Department equity group</hd> <p>After the civil unrest in the summer of 2020, MCC made a commitment to infuse nearly all professional development with themes related to diversity, equity, inclusion (DEI), and systemic racism, already highlighted in the College's Strategic Plan. Fall 2020 professional development centered upon understanding the trauma experienced by many students of color as well as the structural and systemic mechanisms that exacerbated these traumas. Faculty questioned how they could begin to address some of these issues, especially given an educational setting restricted to virtual, distance learning. Course success data provided a clear way to begin to identify and address inequities.</p> <p>At the end of the fall 2020 semester, the Chemistry and Geosciences Department formed a committee of faculty and staff to begin to address differences in course success rates in their respective classes (Ormand et al., 2022). The committee, referred to hereafter as the Equity Group, included ten chemistry, geology, and geography professors as well as the geosciences laboratory technician. There were three men and seven women; eight identified as White and two identified as Asian. Meetings were held monthly over Zoom throughout the spring 2021 semester, led by a different member each time. The group generated a list of ground rules to provide a safe space for participants to speak freely, but respectfully, and without judgment (see Chapter 13 by Guertin et al., 2022). While several ground rules focused on civility, the most important one focused on confidentiality within the group. While some participants were well‐versed in issues related to racial inequality, others were less informed.</p> <p>Throughout the spring of 2021 semester, the Equity Group focused on several important ideas, with its work being grounded in course success data for several high‐enrollment, introductory‐level courses. Initially, work focused on developing more welcoming and inclusive syllabi for future semesters, discussed below in detail. Multiple meetings were spent crafting a department inclusivity statement, which emphasized the ways in which largely white voices had historically been elevated in the sciences. The time spent on this endeavor made clear the department's commitment to equity and representation in course materials. The statement was then shared and wordsmithed with the department as a whole, as well as the College's Chief Diversity Officer. All departmental faculty were invited to include the statement in their fall 2021 syllabi, and most did.</p> <p>Participants were then introduced to and encouraged to create Scientist Spotlights (described above in Strategy 1). Faculty shared their examples with colleagues for feedback and discussed how to infuse DEI issues into the classroom without eliminating required course curricula. Some faculty members asked students to examine Scientist Spotlights for extra credit, while others used the activities as an in‐class assignment.</p> <p>Another Equity Group meeting was spent developing environmental justice assignments, which connect students to local and global issues that directly impact their lives. Faculty focused on interdisciplinary topics such as comparing contamination of drinking water in urban, suburban, and rural settings or depletion and redistribution of natural resources throughout different populations. One example was an assignment that connected the Love Canal environmental disaster (Schneiderman & Stewart, 2015) to an assignment teaching basic terminology involving groundwater. Assignments were again workshopped to provide feedback regarding rigor, appropriate use of language, and how to manage class discussions sensitively, but honestly. Several faculty members expressed concern about managing discussions in the classroom in a way that would make students feel supported but not uncomfortable. These discussions resulted in deeper interpersonal relationships and collaborations among department members.</p> <hd id="AN0157755445-8">Strategy 3: College‐wide panel discussion on DEI efforts at the departmental level</hd> <p>Conversations among department chairpersons revealed that additional academic departments also had equity groups! The Teaching and Creativity Center (TCC), of which two authors are members, planned a panel for their Summer Teaching Institute to share the work of each group, as well as to highlight exceptional DEI work from individual faculty members. The panel included English, Geosciences, Global Education, Nursing, and Sociology faculty members and was attended by 85 members of the college community, which was more than twice as many as any other session offered that day! A summary of that panel is detailed below. Cloud space was created for file sharing and inspiration among Equity Group members where faculty could store meeting agendas, references, resources, and assignment examples for further review.</p> <hd id="AN0157755445-9">Strategy 4: Syllabus workshop</hd> <p>Building upon a Teaching and Creativity Center discussion from March 2020, two authors from different academic departments held a 75‐minute <emph>Extreme Syllabus Makeover Workshop</emph> as part of the TCC's Summer Teaching Institute, attended by 32 participants who were encouraged to bring an existing syllabus for discussion. The syllabus is an important document to examine regularly because it may reveal assumptions by instructors (e.g., My students all have reliable transportation to campus), attitudes (e.g., Students are always trying to get away with something), values (e.g., It is important to me that students feel safe to express dissenting opinions), and beliefs (e.g., All students are capable of learning course material with appropriate effort and support) (Center for Urban Education, 2020).</p> <p>We grounded our rationale for syllabus revision on three premises. First, people learn best when they feel comfortable and empowered. Second, we acknowledged that students, especially first‐generation (which includes more than 40% of MCC students), and under‐represented students often struggle with a feeling of not belonging and/or have few people to whom they can turn for support. Finally, the syllabus is an opportunity for faculty to present themselves as a resource for students (Cullen & Harris, 2009; Richmond et al., 2016).</p> <p>Our workshop had three objectives: to remove higher education jargon from syllabi, to encourage a more collaborative and engaging tone in language, and to reflect on whether class policies were likely to negatively impact some students more than others. Jargon and arbitrary course policies can result in confusion for students. What is expected to occur during office hours? When should a student seek help? What is a bursar? While taking space to discuss these concepts can lengthen a syllabus, one faculty member solved this issue by creating a table of contents on the first page.</p> <p>Faculty members can sometimes develop a negative tone in their syllabi, often observed in bold, capitalized, or underlined language. Finally, course policies are sometimes created with good intentions, but are inequitable for all students, especially those with financial insecurity or little family support. Participants then chose which virtual breakout room they wished to attend: using the syllabus to promote student engagement, writing explainable and equitable course policies, or watching tone and jargon.</p> <p>In the session on engagement, several ideas were shared about how to make the syllabus a bit less boilerplate. Participants mentioned adding ADA‐compliant images, inspiring quotes from diverse scientists or public figures, preferred pronouns, and advice from previous students.</p> <p>Given the multitude of challenges students faced in the prior academic year due to the COVID‐19 pandemic, discussions in the session on course policies were dominated by the acceptance and penalization of late work. As many witnessed first‐hand during Zoom classes, students often could not find a quiet place to learn. This rare glimpse into the lives of students made several faculty members question the quality of learning environments of our most vulnerable students even prior to the pandemic. What was the purpose of late work policies? Is punctuality more important than effective communication? What is required to achieve course learning outcomes? The purpose of policies should be explained to students, so they understand the purpose of such policies as a mechanism to prepare the student for the workforce (see Chapter 6 by Walker et al. 2022).</p> <p>In the session on jargon and tone, participants reviewed a sample syllabus to identify opportunities for improvement. Participants identified where, without changing content, they could change the tone of statements to be more welcoming and inclusive (e.g., "I hope you actively participate... this is the best way I have found to engage you in learning... I understand how difficult times can be."). One faculty member changed "office hours" to "student support hours," while another added a "frequently asked questions" section. Overall, there was an emphasis on using language that built a partnership with students rather than emphasizing the power relationship among students and teachers.</p> <hd id="AN0157755445-10">OUTCOMES: BE THE CHANGE YOU WANT TO SEE</hd> <p>We gathered quantitative and qualitative feedback from participants in our learning communities mentioned above. Below is a summary of our findings.</p> <hd id="AN0157755445-11">Workshop series</hd> <p>Participants were surveyed anonymously at the end of each session during the fall workshop series using questions developed and answers collated by SAGE 2YC leaders. In the session on course learning outcomes, participants rated their overall satisfaction with the session on course learning outcomes a 9.3/10. All participants noted that looking at their course data was helpful. One participant remarked, "<emph>I 'loved' seeing the numbers. A little shocking though I am not sure how to change things. Hopefully, I will pick up a tip or trick in future sessions</emph>." Another described the data as a "<emph>stark realization... I can now SEE what I had suspected</emph>." While a few faculty members admitted to not knowing how to address the inequities, they expressed hope that strategies would be covered in subsequent sessions. An important point here is that faculty members did appreciate and embrace the data‐driven approach, and not one reported feeling upset or unwilling to return to discuss solutions the following week.</p> <p>The session on Scientist Spotlights received an overall satisfaction rating of 9.5/10. One participant noted trying to determine who students might identify as scientists "<emph>made you think</emph>," and several identified potential assignments they might develop, including an icebreaker, a journal entry, and homework.</p> <p>The final session incorporating societally relevant data received an overall satisfaction rating of 9/10. Participants agreed that the examples provided were useful in visualizing how to develop curricula for their own courses. Several participants connected to the idea incorporating concepts related to ethics into STEM courses.</p> <hd id="AN0157755445-12">Equity group outcomes</hd> <p>At the end of the spring 2021 semester, full‐time faculty members of the Chemistry and Geosciences Department voted to approve the following inclusivity statement as a suggested addition to syllabi:</p> <p>The faculty and staff in the Department of Chemistry and Geosciences pledge to take actions that create a culture of inclusivity and equity. An inclusive learning environment is one which supports a diversity of thoughts, perspectives, experiences, and honors students' identities. We acknowledge and renounce systemic racism built into the American education system as well as within the field of science. If we are to continue building a scientific understanding of our natural world, it is imperative we seek out and embrace different points of view. Moreover, we value each individual within our society regardless of their age, race, heritage, background, gender identity, unique experience, values, or belief systems. Together, we strive to create an intellectually enriching environment where diversity is valued and nurtured. While working together to build this community we ask its members to:</p> <p></p> <ulist> <item> <bold> Be open </bold> <emph>to the views of others</emph>.</item> <p></p> <item> <bold> Value </bold> <emph>each other's opinions and communicate in a respectful manner</emph>.</item> <p></p> <item> <bold> Appreciate </bold> <emph>the opportunity we have to learn from each other, as students and educators</emph>.</item> <p></p> <item> <bold> Share </bold> <emph>with your instructor your preferred name and/or set of pronouns</emph>.</item> <p></p> <item> <bold> Foster </bold> <emph>ways in which we, together, can create an inclusive environment in this classroom and across colleges</emph>.</item> </ulist> <p>The language was vetted by the members of the Equity Group, the whole department, and the Chief Diversity Officer of the college.</p> <p>In the group's cloud space, five Scientist Spotlight assignments were developed and shared. Two environmental justice assignments were shared, focused primarily on water and soil pollution in New York and their impact on public health, as well as an assignment on value identification. Two previously written in‐house studies on retention and equity gaps were also added. Plans were made to continue to collaboratively develop assignments in the coming semester.</p> <p>A survey developed by the authors and distributed to the Equity Group in late June 2021 received a 100% completion rate. All participants agreed (70% strongly agreed, 30% agreed) the group resulted in their thinking more deeply about students' sense of belonging and development of science identity in the classroom. Half of the group strongly agreed and half agreed that the group increased their knowledge about how to make their classrooms more inclusive. The group was more mixed on the effectiveness of rotating leadership within the group. Fifty percent strongly agreed, 30% agreed, and 20% were neutral on the strategy. All members agreed (60% strongly agreed, 40% agreed) the group increased their sense of connection to colleagues during remote learning and agreed that it was useful to share workshop assignments and/or see the work of colleagues over the semester. Participants overwhelmingly reported (80% strongly agree and 20% agree) comfort opening the group to adjunct faculty members in the fall 2021 semester, a commitment to continuing participation in the fall, and the group as a good use of time during the spring 2021 semester.</p> <hd id="AN0157755445-13">Panel on various departmental equity groups</hd> <p>The TCC panel on departmental equity groups was a surprising success, given that the event was completely unscripted. First, it yielded more than twice the number of participants as any other event hosted by the teaching center that day! It was a bit intimidating to see that 85 faculty members, staff, and administrators had signed up to attend. This large attendance was possibly due to the fact that faculty members and staff from five different departments and offices were speaking (English and Philosophy, Chemistry and Geosciences, Global and International Services, Nursing, and Sociology), and it is typical for colleagues to support departmental colleagues.</p> <p>This multi‐departmental panel was also a success because participants took away with them several ideas about how to apply DEI strategies into their jobs at the college, which seemed naturally contextualized by discipline. As one speaker said, "<emph>You have to operationalize what you are learning</emph>." The English and Philosophy Department responded by dedicating 25 minutes each department meeting to a reading, play, or other creative work related to marginalized people. Faculty could alternatively share a lesson plan and talk about the connections of their work to race, identity, or language. The Nursing Department took a more clinical approach to understand how DEI issues could be connected to patient care. They began with curricular mapping to identify areas in which they taught and assessed DEI issues. Nursing faculty members were expected to attend DEI‐related professional development events monthly. Furthermore, they established a student forum for clear communication between faculty, students, and alumni. Two students served on the forum to identify any potential DEI issues in the curriculum, including reinforcement of stereotypes, opportunities for additional support for non‐native English speakers, and the impact of trauma on students (Center for Urban Education, 2020).</p> <p>Individual faculty members on the panel also shared their own independent DEI work. One professor mentored both students and colleagues, noting "building relationships is an important part of cultivating inclusivity," citing the US Department of Education's statistic that only 2%–3% of all tenured faculty members identify as Black (U.S. Department of Education, 2020, p. 2). Another faculty member facilitated a 7000‐member online mutual aid group, created during the COVID‐19 pandemic, to connect members of the Rochester community who needed household items like toilet paper and diapers or those who found themselves suddenly unemployed and unable to pay utility bills. Preferences in fulfilling requests were given to members from marginalized communities.</p> <hd id="AN0157755445-14">Syllabus workshop feedback</hd> <p>During the large‐group discussion at the end of the syllabus workshop, one faculty member shared that she enjoyed the shift in syllabus tone in which headings were turned into more engaging questions (Where can I get assistance in this course?) and the inclusion of visuals in the document. Identifying non‐negotiables for classroom policies was important and often discipline‐specific, and the idea of explaining faculty rationales explicitly with students was discussed. One faculty member shared that she sent out the syllabus to students well before the course started so they could potentially have a deeper understanding of course expectations and content. Several participants admitted to wanting to attend more than one breakout session, so we posted Zoom videos of each virtual room to the TCC's cloud space after the event, as well as "before and after" examples of our syllabi.</p> <hd id="AN0157755445-15">LESSONS LEARNED</hd> <p>The authors were reminded in the course of this research that we can all do something to improve the outcomes of our institution, beginning with our courses (see Chapter 8 by Macdonald et al., 2022). Also, by connecting with colleagues, we can help to shift the focus and energy of an institution to fulfill its mission.</p> <p>We were initially disheartened to learn that our "C‐ or better" rates in GEO 101 declined by 5% for Black/African American students over the 2020–2021 academic year. Success for White students declined by 3% and 11% for Hispanic students, although the number of Hispanic students enrolled in GEO 101 for the academic year was very small. However, we learned that this decline in student success was part of a larger trend (DeMario, 2021). College‐wide, course success data were down across all racial and ethnic demographics, mostly at higher rates than in GEO 101. Across the institution, C‐ or better rates declined 7% for White students, 10% for Black/African American students, and 0% for Hispanic students, according to data retrieved from our student success and retention software. Therefore, although GEO 101 reported declining success for both White and Black/African American students, that decline was half of what was reported college‐wide. We are hopeful that this indicates our interventions have been effective, even if limited, and we plan to revisit the data after returning to partial face‐to‐face instruction in the fall 2021 semester.</p> <p>In hindsight, we should have developed an assessment of the Syllabus Workshop and a more regular survey of participants in the Equity Group. In the former, it would have been useful to receive feedback from all participants and not just the ones who felt comfortable talking in the large group. In the latter, it may have changed in a timely fashion the topics and organization of the monthly Equity Group meetings. Furthermore, given the sensitivity of the topics discussed, an anonymous survey may have provided a venue for participants to suggest ideas or concerns privately.</p> <p>Confronting biases can be a deeply humbling experience for participants, as can identifying their own shortcomings as instructors. Just as students need opportunities to fail and grow in their thinking, so do professionals. Embracing a growth mindset allows facilitators to meet participants where they are and move forward (Dweck, 2007).</p> <hd id="AN0157755445-16">RECOMMENDATIONS FOR BUILDING INCLUSIVE COURSES THROUGH FACULTY LEARNING COMMUNITIES</hd> <p></p> <ulist> <item> <bold> Identify your role in student success </bold> . Faculty members may feel attacked when examining course success data. By brainstorming all the factors that might impact a student's chances for success prior to viewing outcomes, faculty could contextualize and depersonalize the data. It was also helpful that this information came from a colleague and not an administrator.</item> <p></p> <item> <bold> Do not make assumptions! </bold> When gathering course outcome data, be sure to analyze data for gender, race, ethnicity, age, and socioeconomic data. Do not assume you know the populations that are successful in your courses.</item> <p></p> <item> <bold> Create confidentiality ground rules at the start of your first meeting </bold> . Faculty need to feel safe to express a concern imperfectly or explain their perspective without feeling there may be professional repercussions, so confidentiality within the group is imperative.</item> <p></p> <item> <bold> Create an overall vision for what inclusiveness looks like </bold> . This vision will serve as guiding principles for your group and help maintain focus. Gather feedback from other groups or appropriate individuals on campus. Multiple perspectives are important!</item> <p></p> <item> <bold> Create a virtual space for sharing materials </bold> . Participants can share and access all associated documents, including but not limited to teaching tools, syllabi examples, statements, and research with each other. In addition to being a repository for your work, these documents can be used for inspiration for other faculty members.</item> <p></p> <item> <bold> Build in regular anonymous surveys over time </bold> . Regular surveys will allow members to identify if their needs are being met or if there are topics they feel require further discussion.</item> <p></p> <item> <bold> Do not forget about the importance of a welcoming and inclusive syllabus! </bold> The syllabus sets the tone for the semester for your students. Are your policies equitable? Is your jargon explainable to the first‐generation student? Have you used the document as a vehicle to create a sense of community and partnership with your students?</item> <p></p> <item> <bold> Connect with colleagues and groups across your institution </bold> . These connections can provide the opportunity for faculty, staff, administrators, and students to share their work, insights, and experiences.</item> </ulist> <hd id="AN0157755445-17">CONCLUSION</hd> <p>By considering what an equitable classroom and teaching look like, equity groups can become a catalyst for institutional change. Faculty as change agents can affect shifts in thinking that begin with individual faculty members and can also elevate new ideas to the department level, which can blossom to the division, and finally, throughout the institution and beyond. Additionally, campus learning communities can create a safe space for participants to learn to navigate difficult conversations so they can create a more inclusive science classroom. Science and social issues do not operate in isolation, and greater diversity in STEM field participation will push forward the thinking and actions of science as a discipline.</p> <hd id="AN0157755445-18">ACKNOWLEDGMENTS</hd> <p>The authors acknowledge several individuals and groups for their support during this project. First, very little of this would have been possible without the professional development activities and support of the SAGE 2YC Cohort 3 and Extension Program, especially those in leadership positions. Next, thank you to the TCC for the promotion and facilitation of the Syllabus Workshop and Eric Strong for your leadership during the event. Thank you to members of the Equity Panel at the Summer Teaching Institute, including Dr. Natasha Chen Christensen, facilitator Dr. Brian Edelbach, Tokeya Graham, Christina Lee, and Audrey Schafer. College‐wide support and assistance from Associate Vice President of Academic Services Kimberley Collins and Dean Margaret Kaminsky has been constant and invaluable. Finally, we wish to acknowledge the good work of Institutional Research and the faculty and staff of MCC, who serve to push the institution forward in important and meaningful ways.</p> <p>This work is supported in part by the National Science Foundation through grants 1525593, 1524605, 1524623, 1524800, and 1835935. Any opinions, findings, conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation.</p> <ref id="AN0157755445-19"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Barber, P. H., Hayes, T. 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Journal of Personality and Social Psychology, 92 (1), 82 – 96.</bibtext> </blist> <blist> <bibtext> Yonas, A., Sleeth, M., & Cotner, S. (2020). In a "Scientist Spotlight" intervention, diverse student identities matter. Journal of Microbiology and Biology Education, 21 (1), 21.1.15. https://doi.org/10.1128/jmbe.v21i1.2013</bibtext> </blist> <blist> <bibtext> Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self‐regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC).</bibtext> </blist> </ref> <aug> <p>By Amanda B. Colosimo; Jessica L. Barone and Lisa Flick</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Amanda Colosimo is a Professor of Geology at Monroe Community College and has been heavily involved in shared governance work at the college. She teaches various courses in the department, including Physical Geology, Historical Geology, Geology of the National Parks, Field Studies in the Geosciences, and Great Mysteries of the Earth.</p> <p>Jessica Barone is a Professor of Geology and has served as Chairperson of the Department of Chemistry and Geosciences since 2019. Additionally, she teaches Physical Geology, Environmental Geology, Field Studies in the Geosciences, Introduction to Oceanography, and Dangerous Earth.</p> <p>Lisa Flick is a Professor of Biology at MCC who currently sits on the Advisory Committee of the Teaching and Creativity Center. She teaches General Biology I and Human Anatomy and Physiology I and II.</p> </aug>
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  Data: 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.
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