Faculty Equity Research Community

Semester 1 (Spring)

Faculty participants engage in regular meetings to deepen understanding of 

• • disaggregating student data

  • making data-driven teaching decisions and 

  • equitable teaching practices.  

Tentative meeting and learning topics include 

• • January 

    • Tableau access and training (asynchronous)

    • Data disaggregated by race and gender

    • Analysis and interpretation of data

    • Drawing conclusions of what “gaps” to address and how (brainstorming)

  • February

    • Culturally Responsive Teaching practices

    • High-Impact Teaching Practices

  • March

    • Establishing interventions to address gaps and receiving feedback from the cohort

End of Semester 1, participants submit a mid-project report detailing their research project

Semester 2 (Fall)

Faculty participants will implement the intervention determined in Semester 1 and collect data regarding impact. Faculty will analyze the data collected and write a report of their findings. Guidance and support will be provided during this process. 

End of Semester 2, participants submit a final report detailing analysis of collected data. 

Faculty participants will share their experience of this process with others and present their findings at TeachECC, a TLSD Meeting, or another appropriate forum. 

Faculty participants receive a $1,200 stipend for participating. A $600 stipend is paid to participants after submitting the mid-project report after Semester 1. A second $600 stipend is paid to participants after submitting the final report following Semester 2. 

Participants receive additional support in learning opportunities on topics like data disaggregation using the Tableau data visualization. 

Note:  

• To apply and participate in Semester 1, participants must have an ECC course assigned to them during that semester. 

• Any participants who are not teaching a course during their Semester 2 involvement will be asked to postpone their involvement in Semester 2 of FERC until a later semester in which they are teaching. This is to ensure that faculty have courses from which to draw their data and inform their teaching decisions.