Author(s):
Over the last year we implemented multidisciplinary and multi-role STEM Equity Learning Communities (SELCs) across nine public, R1 institutions. The aim of this project was to foster impactful approaches for engaging faculty, department leaders, and undergraduate students in equity-minded discussions of their STEM courses. At the end of the yearlong experience, each SELC delivered presentations to campus leadership with data-driven recommendations for institutional change. Successful implementation of these SELCs required clear resources, trained facilitators, a robust community for collaboration, and access to institutional equity data regarding student outcomes. In this presentation, I will share insights on running faculty-student learning communities and developing course equity reports. I will also provide a few examples of the recommendations generated by our SELCs to highlight the range of ideas developed for equitable transformative change.
