ACUE's Inclusive Teaching for Equitable Learning
The Title V and SEAP Grants at Mt. SAC support this course for Mt. SAC Faculty. As
educators, we can work to create inclusive environments with equitable learning opportunities
to ensure that every student has the opportunities necessary to succeed. ACUE’s microcredential
course in Inclusive Teaching for Equitable Learning provides instructors with proven strategies to create a more equitable and just learning
environment. Equity-promoting teaching practices are among the hundreds of recommended
approaches that faculty learn about and develop in all ACUE programs, as demonstrated
in ACUE’s Inclusive and Equitable Teaching Curriculum Crosswalk. This course is organized around five competencies and takes approximately 10 weeks
to complete. You will learn with a professionally facilitated online cohort of faculty
members, with whom you will share insights and ideas. This activity is pending 20
hours of PGI by Salary and Leaves Committee.
Microcredential Course Modules:
- Managing the Impact of Bias
- Reducing Microaggressions in Learning Environments
- Addressing Imposter Phenomenon and Stereotype Threat
- Creating Inclusive Learning Environments
- Designing Equity-Centered Courses
Educators who complete the requirements for this open enrollment course earn a microcredential
in “Inclusive Teaching for Equitable Learning.”
This course does not apply toward earning the full Certificate in Effective College Instruction.
What is the Time Commitment & Course timeline?
- 10 weeks, approximately 2 hours per week
- Optional orientation: March 7th, 2:00pm - 3:00pm Online - registrants will receive the link.
- Facilitated by Dr. Mica Stewart, Title V Faculty Coordinator for Equity Certification.
Who can apply? Any full-time or part-time Mt. SAC faculty member is welcome to apply. Approximately 13 faculty will be selected to participate in one cohort beginning in the Fall, virtually, with the selection process including metrics of diversity in gender, discipline, and years of service.
Apply for the Fall 2023 Cohort here
What faculty are saying when I asked how they plan to implement new strategies in their courses:
- Discussing and addressing stereotype threat and imposter syndrome among students in class.
- Modifying my grading practices by providing more detailed rubrics and grading all submissions before posting grades.
- Celebrating diversity and increasing a sense of belonging in the classroom by exploring STEM professionals of color.
- Creating a more inclusive syllabus. I already implemented a strategy by creating and adding a diversity statement to my summer class syllabus.
- Involving students in a discussion about the general lack of diversity among the historical astronomers covered in our classes.
